This study compared outcomes from undergraduate subjects (N=21) who had attended seminars in the wholetheme instructional approach with controls (N=21) who attended a seminar on the writing process. The wholetheme approach of Asghar Iran-Nejad emphasizes thematic, nondirectional, and intuitive teaching. The study was designed to determine if subjects who attended seminars on the wholetheme approach to authentic teaching were: (1) better able to differentiate between teacher-teller and teacher-facilitator; (2) practiced more authentic teaching; (3) became more personally and generally efficacious, and (4) were more willing to address diversity in the classroom than those students who attended seminars on the writing process. Subjects completed four survey instruments, including measurements of authentic teaching and teacher efficacy as well as an open-ended questionnaire. Subjects who participated in wholetheme seminars were found to be more conversant in wholetheme terminology and concepts, and posttest measures found them significantly more likely to address diversity in the classroom. Posttest ratings of teacher efficacy were significantly higher for seminar participants, as were measures of authentic teaching. The study demonstrated that seminars with an emphasis on wholetheme teaching would foster reorganization of knowledge and encourage future teachers to examine and reflect upon their role. The research helps support the premise that seminars and supervision centered on the wholetheme approach can assist preservice teachers to create authentic learning environments, to increase personal and general confidence in their teaching, and to change beliefs about inclusive education. (Contains 22 references.) (PB)