Through case-based pedagogy, this study provides preservice teachers the opportunities to develop a sense of the multicultural context and to acknowledge their knowledge about diversity. This study creates the chances for preservice teachers to share personal backgrounds and experiences with peers to help them develop open-minded attitudes and closely examine their own beliefs about diversity in light of the beliefs of others. This study is an ongoing conversation and reflection about teachers' knowledge, decision-making, and practice in diversity and multicultural education through case-based pedagogy in teaching and learning. This research uses the case of "El Secreto de las Ninas" to examine three preservice teachers' beliefs and knowledge about diversity and multicultural education. The teachers raise multiple issues selectively about the diversity case. Their issues include the evaluation of the classroom teacher in the case--positive aspects and critiques, interest to learn, awareness of and empathy with the case situations, and conflicts concerning the dilemmas represented in the cases. Across all data sources, the preservice teachers reveal their own practical knowledge related to the case situations around three main themes: (1) Flexibility; (2) Connectedness of Theoretical Principles; and (3) Case-based Pedagogy.