Preservice teachers' constructions of meaning within a multicultural education course are explored in this study. The study considers whether prior expectations have an impact on service learning, what meanings preservice teachers make from service learning, and whether reflection has an influence on meaning making. This interpretive case study used 24 preservice teachers in a multicultural education course. Community-based service learning was a 20-hour course component in which inquiry teams of three to six preservice teachers worked together at each community organization. Services responded to site-based needs and included tutoring, teaching small groups, and assisting recreational programs. An African-American family, familiar with the neighborhood served, acted as mentors, participated in two reflective sessions, and answered questions that arose from service learning. Data generated included introductory letters and a series of reflective essays written by preservice teachers. Three reflective sessions were videotaped, and class assignments and field-based projects were collected. Data were read and reread to determine themes and trends. Given the diversity of the class, the construction of meaning in a multicultural education course is a complex, varied, and somewhat idiosyncratic process, as profiles of several students illustrate. Preservice teachers learned that the process of confirmation or disconfirmation is not simple. Preservice teachers seemed to grow more comfortable with it over time. Contains 19 references. (BT)