This case study describes culture conflicts experienced by Vivian, an Asian language-minority preservice teacher, during two years of her teacher preparation at a large northeastern private university. Data were collected from multiple sources to understand her experiences and perspectives. These include: informant, faculty, and family interviews; participant observation field notes; student work; course syllabi; and program documents. Findings of this study support prior research that indicate bilingual and ethnic minority students experience many tensions as they attempt to reconcile conflicts in language and communication, interpersonal relations, and home and school cultures, and they suggest the need to involve families at all levels of education through projects that connect home and school. Also, findings indicated approaches in teacher training that promote opportunities to talk about cultural issues and resolution of conflicts. The study results supported the need to recruit and retain nonwhite and bilingual teachers and to identify deficiencies in multicultural teacher preparation programs. Finally, the study indicated that despite the rhetoric of increased tolerance on college campuses and in schools, prejudice and racial tensions remain serious problems in educational settings. (Contains 44 references.) (ND)