This study was conducted to investigate the effects of critical reflection and field experiences on pre-service teachers' beliefs about diversity. A convenience sample of 64 students enrolled in two sections of an education course at a Midwestern university participated in the study. Participants in the intervention group completed field experiences in highly diverse schools and eight online critical reflection journals. Those in the comparison group completed their field experiences in other K-12 schools and completed three reflections that focused on classroom environment, diversity, and lesson planning. The participants completed the "Personal and Professional Beliefs About Diversity Scales" prior to and after completing their field experiences. The analysis of the data indicated that the intervention of critical reflection and field experience in a diverse school had a nonsignificant effect on the intervention group's personal and professional beliefs about diversity. However, significant relationships were found with the participants' background variables and their personal and professional beliefs about diversity. The correlation analyses demonstrated statistically significant relationships between the background variables of community of origin, ethnicity, gender, K-8 schooling, or high school education, and their personal and professional beliefs about diversity scores. Furthermore, participants who attended public school had significantly higher personal and professional beliefs scores than their counterparts who attended a Lutheran elementary or secondary school. Lastly, implications for practice, research limitations, and recommendations for future research are reviewed. [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.]