This study presents findings from an instrument designed to assess preservice teachers' perceptions regarding whether the environment and curriculum in a College of Education (COEDU) in a southeast, urban university are conducive to preparing them to live and work in a diverse society. A 144-item survey is administered to 126 preservice teachers enrolled in COEDU courses. Major findings indicate that though the overall climate seemed positive, many students suggested the need for greater curricular emphasis on understanding the GLBT population and strengthening the sense of racial and ethnic identity among students of color and White students.