This multiple case study explored the characteristics of clinical experiences that support preservice teachers' understandings of culturally responsive literacy in elementary classrooms. In particular, this study focused on capturing the voices and perspectives of three preservice teachers through semi-structured interviews, observations, and the collection of artifacts such as literacy lesson plans, journal entries, and photographs. Findings suggest that preservice teachers generally understand culturally responsive teaching as: (a) using a variety of diverse texts; (b) building a learning community that honors students' cultures, (c) maintaining high expectations for all students; and (d) teachers knowing their students in order to connect the course content to their lives, cultures, and interests based on their coursework and experiences in the clinical setting. Data also showed that clinical educators are the most influential characteristic of preservice teachers' understandings of culturally responsive literacy and being in the classroom setting is more influential than only learning about culturally responsive teaching through university coursework. Findings also indicate that preservice teachers are developing superficial understandings of culturally responsive teaching, suggesting implications for teacher education and preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]