This study was designed to develop more effective ways to address culture and cultural differences in the preparation of preservice teachers. Its purpose was to provide a more adequate preparation for working in high-need schools by assisting educators in the development of "habits of mind" that incorporate an understanding and valuing of students' cultures and a recognition of the need to consider those cultures in teaching practices. This paper reports data from the second year of a 5-year study that examined the experience of six preservice teachers. The data indicate that using ethnography as an observational tool helps preservice teachers become more aware of cultural differences.