This study sought to determine how preservice teachers select multicultural children’s literature, as well as how preservice teachers respond to multicultural instruction. The qualitative study gathered information and experiences from two groups: Focus Group A and Focus Group B, both of whom were enrolled in a required children’s literature course in a teacher education program in a 4-year university in Northeast Alabama. The study collected data on the strategies preservice teachers use when selecting multicultural children’s picturebooks before and after receiving a series of multicultural instruction sessions. The study also collected data on the preservice teachers’ responses to said multicultural instruction sessions. Results from the preservice teachers’ questionnaires, interviews, and worksamples indicated there was some change that occurred in both focus groups in their understanding of multicultural literature, but both groups still showed lack of understanding in applying their learning to the selection of multicultural picturebooks. Participants in the study received approximately 15 hours of multicultural instruction during a summer course term. Participants were engaged in both direct and indirect instruction of multicultural literature instruction. Findings from this study can be used by teacher educators, inservice teachers, and preservice teachers to inform practice. Future research should apply the multicultural instruction sessions to long-term studies with a larger number of participants.