We used the Multicultural Mathematics Dispositions (MCMD) framework to analyze preservice teachers' (PSTs) dispositions to teach diverse student populations during a cultural awareness unit in a mathematics methods course. The framework is defined as a function of three constructs: openness, self-awareness/self-reflectiveness, and commitment to culturally relevant mathematics teaching. We selected two assignments from the unit as our data sources. Using the framework, we analyzed the ways in which PSTs expressed any of the MCMD constructs in each of the assignments. Our analysis found that self-awareness/self-reflectiveness was the most common dispositional construct expressed by the PSTs, which led to their openness. However, few PSTs committed to using culturally relevant pedagogy in their future classrooms. Additional coursework may be needed to prepare PSTs to teach culturally diverse student populations. [For the complete proceedings, see ED583608.]