This study examined 38 thematic units prepared by preservice elementary teachers at the end of their science methods class and their second semester in an urban, field-based program, investigating how they addressed principles of diversity and multiculturalism. The units had either a science theme or science integrated with themes from other disciplines. The multicultural component was analyzed using Banks' Dimensions of Multicultural Education and Approaches to Multicultural Education (which include five dimensions of multicultural education and four levels of multicultural curriculum reform). Gender and ethnicity were also examined. Of the 45 predominantly female students who completed units, 14 were African American, 5 were Hispanic American, 3 were Asian American, and 23 were Anglo-American. Results indicated that students attempted to integrate multicultural approaches in their lessons to various degrees. Of the 38 students who addressed multiculturalism or diversity, 6 demonstrated equity pedagogy and 32 demonstrated content integration; 3 demonstrated both content integration and equity pedagogy; and 1 demonstrated content integration with knowledge construction. Students did not apply any levels above level 2 on Banks' typology of multicultural approaches. Most students used level 1, the contributions approach. Students preferred the curriculum approach of content integration more than any other approach. (SM)