The purpose of this study is to explore preservice teachers' experiences in a multicultural mentoring program. A case study is conducted through using semi-structured interviews with future teachers at a College of Education, who participated in a multicultural mentoring program. It appeared that participants in this study took part in the program without any prior encounter with children from multicultural families. It is this lack of personal experience that brought the future teachers difficulty. A break-through is made when these student teachers began to realize cultural differences through a day-to day contact with children from multicultural families on the basis of sympathetic understanding of emotional issues that often trouble their mentees. In other words, participants in this study began to take into account the context in which their mentees are taught and raised, in approaching to the process of mentoring. In addition to this, there was a sign that these future teachers began to reflect on the role of teachers in multicultural education as well as their own attitude toward cultural diversity. Taken together, a multicultural mentoring program can not only provide an opportunity to encounter with cultural differences for future students but also equip them with a self-reflection both on their own attitude toward children with a multicultural background and on the role of teachers in a multicultural society. In conclusion, more attention needs to be drawn to developing self-reflective multicultural mentoring programs for future teachers, with a particular focus on a systematic approach to professional development.