This article is representative of a larger body of work on reflective narratives and narrative reflection that has been ongoing for a number of years. The authors have pursued various iterations of the research topic in various classes at various institutions. They have documented that students focus on skills and attitudes that place them in favorable positions for working with diverse students and that such positions allow them to begin to understand the sociocultural contexts of the classrooms in which they will teach as well as the personal lenses through which they participate in those contexts. It further influences them to question the contexts in place in relation to the education of students from diverse ethnic, linguistic and cultural backgrounds. The authors explore how students process class readings, assignments, and class activities as they come to see themselves and their future teaching situated within the framework of their own cultures and experiences. This article focuses specifically on the use of weekly narrative reflections of students enrolled in two sections of a course on cultural diversity in schooling. It examines the role of ongoing reflection in a preservice teacher education program at one suburban, public university in southern California. All teachers in the programs receive the Cross-cultural language and academic development (CLAD) or bilingual CLAD (BCLAD) credential upon completing the program. Given their future roles in teaching children from diverse backgrounds, instructors infuse issues of culture and language within both prerequisite and methodology courses. (Contains 1 table.)