A large percentage of teachers in U. S. public schools are White. In contrast, most students in U. S. public schools are students of color. The racial imbalance results in a cultural mismatch creating a cultural gap between teachers and the students of color they are assigned to teach. Although teacher preparation programs produce teachers with proficiency in the subject matter, they less frequently consider the teacher's identity and capacity to address students' cultural needs. Therefore, it is unlikely that most of today's teachers are aware of the racial experiences, cultural knowledge, and practices students bring from their homes and communities. There has been relatively little change in K-12 student achievement outcomes. Intercultural scholars theorize that the cultural mismatch between White teachers and students of color bears some of the blame. This quantitative study aimed to assess whether the levels of cultural intelligence (CQ) possessed by six teacher candidates enrolled in a teacher preparation course improved through integrating an eight-week multicultural experiential intervention focused on CQ development. The Cultural Intelligence Scale (CQS) was used to measure CQS pre and post-test mean scores, and a demographic questionnaire was used to capture demographic information. Data collected from CQS test results were analyzed in SPSS and found to be statistically significant. This study's findings suggest multicultural experiential-type courses that focus on CQ can provide teacher education programs with the tools needed to prepare teacher candidates to teach students whose culture differs from their own. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]