This paper reports on a collaborative effort to achieve the following objectives: (1) identify attitudes, knowledge, and skills teachers need to educate effectively all students in a culturally diverse classroom; (2) develop models of preservice and inservice education that will provide education and socialization necessary for effective education of multicultural student populations; and (3) identify the systemic issues that must be addressed to implement the models successfully. Project participants (all in North Carolina) were the School of Education at East Carolina University, Barton College, Elizabeth City State University, the Northeast Technical Assistance Center, the Pitt County Schools, and the Bertie County Schools. The knowledge (personal/cultural, mainstream academic, transformative, and school knowledge) needed to prepare teachers for diverse classrooms is discussed, along with models for preservice and inservice teacher education. The multicultural components of the Model Clinical Teaching Program (MCTP) at East Carolina University are examined as the basis of a preservice model to prepare teachers using inservice teachers to create curriculum modules to help prepare preservice teachers for culturally diverse classrooms. The project was successful in that it achieved the three objectives; however, the level of collaboration among the participants that was originally anticipated did not occur. Appendices, which comprise two-thirds of the document, include: competency goals for the MCTP; course outlines and bibliographies for the two graduate courses; introspective guidelines; multiculturalism evaluation survey form; and a simulation exercise. (Contains 22 references.) (ND)