This thesis presents the results of a descriptive and exploratory study conducted with eight student-teachers preparing to teach English as a second language at McGill University in Montreal, Quebec. The purpose of this study was to explore the attitudes, experience and beliefs of the student-teachers towards diversity (sexual, ethnic, linguistic, economic, religious, etc.). The notion of intercultural education as promoted by the Quebec Ministry of Education and elaborated by Fernand Ouellet (2002) was used as a theoretical framework. / Analysis of the qualitative data shows a misunderstanding of the term intercultural education by the student-teachers, but a positive attitude towards diversity. However, the participants of this study, when presented with situations dealing with discrimination, do not know how to solve the problems. They do not always fight homophobic discrimination, fearing complaints from parents or the school principal, although they act to counter racist or sexist forms of discrimination. Student-teachers tend to believe that a school teacher should not express opinions in the classroom or participate in debates. Finally, student-teachers expressed a number of criticisms towards the teaching program at MGill University.

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