Intending teachers in two science education methods classes (Fall Quarter, n=27; Spring Quarter, n=21) read and discussed a qualitative study describing science teaching and learning in a culturally diverse middle school. The two primary participants in the qualitative study were a white female veteran life science teacher and a white male first-year earth science teacher. The study consisted of two case studies which detailed the two teachers' decision-making and their multicultural students' reactions in two science classes located in one American public middle school situated in the Deep South. Data were analyzed for emerging categories. One central insight emerging from the data is the assertion that intending teachers' case study analysis of science teaching in multicultural environments holds much promise in engaging intending science teachers in the process of better preparing them to teach in similar contexts. (Author/ZWH)