This study examined the impact of multicultural education courses on preservice teachers' pedagogical knowledge and beliefs about culturally diverse learners. Part 1 reports on a study of 20 preservice teachers pursuing a masters degree in elementary education enrolled in a required multicultural education course and were examined for their attitudes as a consequence of taking the course. All but one student were female; 10 were White, 6 were Hispanic American, 2 were Asian, and 2 were Fillipino. The course was designed to develop a conceptual framework to understand and deal with differences and to help teachers become aware of how personal attitudes affect how an individual deals with difference. Data were collected using concept mapping and a survey to assess the preservice teachers' beliefs. Results indicated that students exhibited distinct patterns of conceptual change after the course. Part 2 presents two case studies based on in-depth interviews augmenting existing data of two individuals who had participated in the first study. Results indicated that though the two shared some similarities, they pursued distinct pathways in their changing conceptualizations of good teaching for diverse students. One tended to use her personal experiences while the other relied heavily on her family values to educate students. (JB)