According to recent census figures, the number of ethnic minority and non-local Chinese youths has doubled from 27,322 in 2001 to 42,644 in 2011, many of whom are receiving secondary or tertiary education. Despite efforts in promoting diversity, equality, and cultural sensitivity, stigma towards ethnic and cultural minorities remains common in the local context. Minority members’ negative experiences give rise to stress and poorer well-being. Within the existing local teacher education curriculum, there are general education courses that focus on multicultural and race issues. However, they are elective courses and engage a relatively small number of students. We believe basic aptitude in multiculturalism should be cultivated in all student teachers. As such, this intervention study was conducted to enrich student teachers’ training to manage diversity in school setting. The intervention involved a three-hour guest lecture, a three-hour e-learning session, and a three-hour multicultural discovery tour. Participants were pre-service teachers from five undergraduate courses at a local University. Following the intervention, the participating course lecturers commented that the intervention boosted multicultural competencies in preservice teachers innovatively. In addition, 100% of the multicultural tour participants agreed that their learning performance has improved through the activity, and that they would continue to apply the knowledge in the future. Based on these findings, it is recommended that similar activities should be incorporated in the teacher education curriculum in Hong Kong. Copyright © 2020 International Conference on Learning and Teaching.