This paper reviews research on preservice teachers' need for a multicultural education program, finding that preservice teachers who have not developed their awareness, knowledge, and skills for working with diverse populations will be inadequately prepared to meet the classrooms of a diverse society. A survey was conducted concerning students' perceived beliefs about their cultural sensitivity, biases/prejudices, and multicultural education. The respondents were 45 students from methods classes at California State University, Northridge, and Pacific Lutheran University; both groups of students had experienced multicultural concepts in various components of their educational program. Respondents indicated a high degree of cultural sensitivity in both pre- and post-administration of the survey. Respondents attributed their perception of being seldom biased/prejudiced on the belief that all people have value and worth as individuals; they viewed multicultural education as a vehicle to learn about, respect, and accept all cultures. They conceptualized multicultural education partly as a reformative and partly as an additive process. They perceived an effective multicultural teacher as one who recognizes the individualities of students and meets their unique/diverse needs. Four out of five respondents were concerned more with teacher control than student needs. (Contains 31 references.) (JDD)