This article traces the actions and perceptions of preservice teachers who cope with cultural heterogeneity. The study used an interpretative qualitative method, which allowed us to examine the portfolios of 12 participants. Findings indicate that authentic experiences exposed the students to the reality of the pupils, enriched their knowledge, fostered intercultural competence, and allowed them to teach according to culturally relevant pedagogy. Findings have implications for the teacher training process, which must include experiences outside the school walls that will help teachers integrate cultural heritage into the classroom, preserve the students' languages of origin, promote multicultural dialogue, and enhance the visibility of the other.