This study investigated preservice teachers’ self?efficacy in executing the practices of culturally responsive teaching and multicultural learning. Data for this study were drawn from a sample of 62 preservice teachers who were administered the Culturally Responsive Teaching Self?Efficacy Scale and Multicultural Teaching Concerns Survey. The findings revealed that preservice teachers were less efficacious in their ability to teach and work with English Language Learners and their parents, and moderately concerned about teaching culturally and linguistically diverse learners. Implications for future teacher preparation and further research is discussed in the context of No Child Left Behind legislation.