A program for preservice special education students at William Paterson College (New Jersey) offered participants field experience working with minority and disadvantaged students. Undergraduate students in their sophomore, junior, or senior classes spent one and two hours per week engaged in course assignments with pupils at the school under limited supervision from professors, teachers, and the school's leadership. The school was an inner city elementary school in a large urban system attended by students from more than 31 cultural, ethnic, and social groups. More than 90 percent of pupils received some form of extra assistance beyond the instruction provided in their classrooms. Both direct and unobtrusive measures are being piloted to respond to the question of whether increased exposure to diverse populations contributes to: increased comfort functioning in inner city settings; openness to teaching pupils from diverse backgrounds; increased professional self-confidence; and increased professional competence to create educational opportunities for students from diverse groups. Student comments indicated that their experience increased their comfort with inner city settings and opened their eyes to the realities and possibilities of such settings. However, influencing students' belief systems and documenting the nature and direction of these influences are more complex endeavors that often elude direct assessment. (JB)