Abstract
This study was designed to describe effective ways to address cultural competency in the education of early childhood teachers in a graduate-level alternative preparation program. The study's 2 major questions were as follows: Can a 15-month graduate-level intensive alternative licensure program's coursework and field experiences provide students with the knowledge and dispositions to teach in culturally competent ways? Is it possible for a teacher preparation institution, through an alternative educational program, to provide schools with culturally competent teachers? Both quantitative and qualitative data demonstrate that students perceive that they have the knowledge and dispositions to interact appropriately with diverse classroom populations. Implications for future programs, as well as a description of the graduate-level program, are provided.
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