US society is increasingly becoming multicultural necessitating the need to create an awareness of people from diverse ethnic backgrounds. Students of color will make up about 46% of the nation's student population by the year 2020 (Pallas et al. p. 19) and multicultural education helps to transform diverse challenges in educational environments. Allowing pre-service teachers to experience and learn from their practicum experiences is an essential component of Physical Education Teacher Education Program (PETE) for it simulates "workplace" environment (Coulon & Libby, 2002). Practica in physical education serves as one area that multicultural concepts can be realized. The purpose of this study was to examine pre-service teachers' (N=30) experiences during a multicultural service learning practicum as related to ethnicity and gender and to identify pedagogical knowledge learned and issues that emerged. The pre-service students were required to assist in-service teachers and community instructors in the teaching of P-12 students using a variety of strategies and to work collaboratively with instructors from organizations and schools. The pre-service teachers kept a weekly journal reflecting on events and described their experiences in a narrative format. Their reflections involved thoughtful explanations of past events because mere moments and happenings have no systematic cognitive connection. They stand behind one another in a temporal sequence and it is only through reflection that these moments and happenings begin to take on the form of a story and acquire meaning (Gudmundsdottir, 1995). Data analysis focused on journal responses pertaining to (a) the student's teaching techniques utilizing multicultural concepts, (b) identification of issues and problems that children from different cultural backgrounds faced, (c) ways they created a positive learning environment for children, and the (d) development of interpersonal skills. After the pre-service teachers finished the practicum, their journals were reviewed and the findings of the study included three major themes: First, student-student interactions allowed border crossing across ethnicity. Second, insider-outsider perspectives emerged: pre-service teachers used outsider subjective perspectives to describe students and environments and used insider knowledge to understand and interact with the students to solve emergent issues connected to ethnicity and gender. A third theme that emerged concerns language barriers between pre-service teachers and the students--lack of Spanish language skills and styles of behavior students exhibited. Implications for PETE programs are that multicultural learning practicum is beneficial to pre-service teachers' development of culturally responsive pedagogical skills and permits them to learn about students from diverse students backgrounds.Keyword(s): gender issues, multiculturalism/cultural diversity, professional preparation