Abstract
This study examines the perceptions of pre-service and in-serviceteachers regarding bilingual and multilingual minority students inSouthwest Florida. The study involved 117 participants, including64 pre-service teachers and 53 in-service teachers, with data col-lected through a survey analysed using Exploratory Factor Analysis(EFA) and one-way ANOVA. Findings reveal three primary factorsshaping teacher perceptions: teacher preparation related to diver-sity, institutional involvement in fostering inclusive environmentsand cultural and linguistic teaching strategies. Significant differ-ences between pre-service and in-service teachers’ views on insti-tutional inclusivity were identified, though both groups agreed onthe necessity for enhanced multicultural education training. Thestudy, grounded in Critical Pedagogy, emphasises the need forreflective teaching practices that address systemic inequalitiesand promote social justice. The findings suggest that comprehen-sive diversity training is essential for equipping teachers with theskills needed to support the academic and social development ofbilingual and multilingual minority students effectively.