In 1995, a nationwide collaborative research-net was formed to articulate practically an early childhood education (ECE) teacher preparation curriculum framework based on developmentally and culturally appropriate practices (DCAP). This paper presents and discusses findings of the 5-year study involving teacher educators from California, Florida, Georgia, Minnesota, Pennsylvania, Oklahoma, and Texas. Based on the theoretical frameworks of social phenomenology and hermeneutics, shared key ideological constructs were drawn from several sources, including developmentally appropriate practice, anti-bias education, critical pedagogy, and multiple/multiethnic perspective taking. Seven ECE faculty from seven states actively participated in the research-net activity. Each had infused the DCAP teacher education curriculum components into field-based courses and were electronically connected to prospective teachers to share experiences. Data were composed of interview transcripts, field notes, instructional materials, e-mail messages, Internet WebBoard discussion, and presentation papers. Qualitative data analysis techniques were used. Findings indicated that each site had a unique DCAP-based approach in responding to the nature of the community they serve. The paper outlines the themes emerging from analysis: (1) autobiographical approach and reflective activity as keys to teacher preparation; (2) field integration and transforming oneself as a life-long learner; (3) social pro-activism; (4) new self image as co-learner; (5) effectiveness of DCAP-based teacher education curriculum; (6) emerging self- critical questions; and (7) obstacles and dilemma to implementing DCAP-based teacher preparation. The paper's four appendices describe how four universities prepare their early childhood teachers to work with young children and families from various ethnic/racial/cultural backgrounds. (Contains 57 references plus additional references in appendices.) (KB)