This study explored how prospective teachers develop multiple or multiethnic perspective-taking abilities through autobiographical self-examination of their own ethnicity and how such self-examination helps them utilize developmentally and culturally appropriate teaching practices. The participants were prospective teachers enrolled in early childhood/elementary education course at Pennsylvania State University (University Park Campus) or Clarion University of Pennsylvania. Participants completed an autobiographical self-examination based on a formatted list of questions designed to elicit reflective writing. Participants also participated in small group and general group discussion. The major data analysis consisted of ongoing readings of collected data with open, axial, and selective coding, scanning for significant units, reflective note-taking, and cross-case analysis. Autobiographical self-assessment was found to help prospective teachers to develop a conceptual sense of perspective-taking ability. The activity also helped the prospective teachers to critically look at teachers' pedagogical behavior with children from diverse backgrounds, and it allowed them to see individual uniqueness based on family culture that is beyond ethnic or group orientation. (Contains 24 references.) (JLS)