A critical issue in teacher education today is the mismatch between racially homogenous teachers and students from increasingly diverse cultural backgrounds. In the United States, the student population is becoming more diverse while the teaching force is becoming increasingly monocultural, white, and middle class. Current data on the teaching force also reveal that the prospective teaching population is predominantly white, middle class, monolingual, female, rural and suburban. The impact of this disparity in the socio-cultural mismatch between diverse students and their white and middle class teachers have been well documented to include lowered teacher expectation and teachers' racialized attitudes towards, and beliefs about students. Studies indicate that compatibility between school culture and student culture facilitates effective communication and positive interactions whereas differences interfere in communication and learning. Numerous studies indicate that a majority of white preservice teachers have negative and racialized dispositions toward diverse students; that these attitudes coupled with the attendant lower expectations, are major factors contributing to the widespread academic failure among diverse students. Consequently, researchers and scholars have challenged teacher education programs to provide prospective teachers opportunities for authentic experiential encounters with contextualized diversity where they can be challenged to confront their preconceived notions, and ultimately transform their attitudes. The current study is a response to that challenge. The participants' written reflective summary reports provided the most compelling evidence of the impact of the experience. In this report, participants described, analyzed, compared, and reflected while noting specific insights and perspectives of their interactions with their partners in various contexts such as home, school, place of worship, and other out-of-school extra-curricular activity centers. This article presents patterns and themes which emerged from analyzing the participants' reports of their cultural experience.