The U.S. is more racially, ethnically, and culturally diverse than ever before. The number of culturally and linguistically diverse (CLD) learners continues to increase in K-12 classrooms. The problem this study addressed is that many White teachers are not disposed to implement the culturally responsive teaching (CRT) framework due to their multicultural education training and teachers' CRT training is primarily attained during multicultural education in teacher preparation programs. The purpose of this qualitative, exploratory case study was to examine how White pre-service teachers describe their disposition toward the practice of CRT after their teacher preparation multicultural course training. Participants were 10 White pre-service teachers from two northeast teacher preparation university programs and two multicultural education instructors. The data collection instrument was semi-structured interviews. The data were all analyzed using thematic analysis and documents were analyzed through content analysis. Findings from this study revealed a discrepancy between the learning targets identified in the multicultural education course and field course syllabi and the pre-service teacher participant's perceptions of how the course met those requirements. The findings suggest that White pre-service teachers expressed that the multicultural training provided in the teacher preparation program is insufficient and the field training as inadequate. Furthermore, findings reveal a lack of confidence in implementing CRT. Evaluating multicultural education courses is recommended to help determine course gap areas and the development of possible new courses. In addition, expanding culturally responsive pedagogy (CRP) and CRT content throughout courses is recommended. Furthermore, evaluating mentor-led multicultural field training is needed. Future research should examine the evaluation of multicultural course, mentor-led field training, pre-post course cultural competence, and other teacher preparation settings. [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.]