This qualitative study set out to explore how a knowledge of middle school mathematics teachers' preparation to teach culturally diverse students in the past and of their classroom practices in the present can inform multicultural teacher education in the future. In order to answer this question, the following contributing questions were asked: What are teachers’ perceived levels of preparedness to teach culturally diverse students? What experiences have supported teachers in becoming prepared to teach culturally diverse students? What do teachers identify as their strengths and weaknesses in practice regarding the teaching of culturally diverse students? How do teachers feel they could have been better prepared through teacher education to teach culturally diverse students? In-depth individual interviews were conducted with a diverse group of seven middle school mathematics teachers. Analysis of the data produced a variety of findings which are discussed along with implications for the field of multicultural teacher education.