This is a descriptive survey study on the academic and personal characteristics of inservice teachers who were taking a graduate course in multicultural education issues. Descriptions of existing patterns and changes in academic knowledge and attitudinal belief systems on multicultural education are summarized. Reflective teaching was used as a psychopedagogical strategy with the inservice teachers for the purpose of increasing their academic knowledge and changing their attitudes. Results suggest that higher levels of academic knowledge occur due to an increase in awareness levels of attitudinal belief systems gained through self-reflection. Teachers became more sensitive and aware of their influence on assuring educational success for culturally and linguistically diverse children. Some conclusions were: reflective teaching can be used as an effective ethnographic research tool, as well as an effective psychopedagogical strategy for multicultural education; the voices of these preservice and inservice teachers ask for teacher educational programs that focus on reflective and conceptual teaching models; and these teachers felt empowered by becoming reflective thinkers and "student-researchers" in their double role of inservice teachers and graduate students. (Contains 22 references.) (Author/LL)