The purpose of this mixed methods, instrumental case study was to investigate the impact of the case--a theoretically informed, curriculum and instruction approach--on the development of cultural competence in teacher-candidates. Denboba (1993) noted that the acquisition of cultural competence is an ongoing, developmental process that requires a long-term commitment. According to DiAngelo (2016), the white, female teachers who comprise the vast majority of teacher preparation cohorts often exhibit a segregated socialization to white culture which means they carry implicit biases, prejudices and Eurocentric notions. They also often present as unaware of their own racial ideologies and ethnic identities which allows resistant individuals to justify the minimization of multiculturalism and issues of diversity in the classroom. The approach of the study sought to combat negative emotionality and student resistance (Matias, 2016; Matias & DiAngelo, 2013) to issues of diversity and multicultural content by utilizing curriculum and instruction methods which incorporate the conceptual framework of social justice education and the pedagogical pairing of critical multiculturalism and multimodal, social constructivism. The case was designed to utilize multimodal activities, assignments and assessment techniques in order to aid participants in engaging deeper with the subject matter. This study employed survey research methods (Jaeger, 1997) to provide an evidenced-based understanding of specific variables that have been deemed as contributors to the cultural competence of teacher-candidates. Key to this investigation is a qualitative depth of analysis, known as an instrumental case study, which focuses on the case. However, the case itself was considered secondary to the understanding of the specific phenomenon of white teachers' grappling with issues of diversity and inequity in educational contexts. The research questions addressed are: (1) What are the salient features of a curriculum approach which aims to provide teacher- candidates with the attitudes, awareness, knowledge, skills and processes needed to become more culturally competent educators? (2) Does critically informed, multicultural content integration influence prospective teacher performance relating to issues of diversity? (3) Do multimodal interventions help alleviate negative emotionality and student resistance to issues of diversity and social justice? and (4) What is the relationship between qualitative measures (student generated content, self-reported personal information or reflections) and the cultural competence scores gained via the Multicultural Awareness, Knowledge, and Skills Survey-Multicultural Education Form (MAKSS-ME)? Multiple points of measurement ensured external validity through triangulation as well as contribute to the overall creation of a thick description of the participants' development of cultural competence over the course of the study. Data were collected in the form of student-generated curricular content (which included visual data), a post-course survey and a post-course interview. A total of 15 teacher-candidates elected to participate in the study by releasing their curricular content for analysis. Of this initial sample, ten teacher-candidates agreed to take the post-course survey which included sharing information about their own diverse personal experiences and completion of the MAKSS-ME. The final round of the study engaged eight participants in a one-on-one, post-course interview. Development was assessed through a purposefully integrative pedagogical design based on current California teaching performance expectations (Commission on Teacher Credentialing, 2016) and predetermined student learning objectives associated with each respective methods course. Overall findings indicated that participants developed aspects of cultural competence, displayed culturally competent practices and utilized the five dimensions of multiculturalism within the context of the case. Several participants displayed social justice orientations during their engagement with the case or when reflecting on elements of the case. In addition, the pedagogical pairing of multimodal, social constructivism was praised for making assignments and assessments more enjoyable. While participants' range of cultural competence varied, every participant experienced some change in their ability to utilize a growing set of awareness, attitudes, knowledge, skills and processes. Resistance in the study was relatively low but the analysis revealed that aspects of students' backgrounds and identities greatly altered their level of engagement and depth of critical thought. Overall, the case examined in this study demonstrated how teacher educators can use integrative, critical multicultural pedagogy in their methods courses to foster the development of these important competencies in teacher-candidates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. 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