The purpose of this study was to probe participant recommendations on content form and medium for preservice teachers (PTs) in use of authentic resources focused on the Illinois Indians. I also explored how perspectives from 3 levels of educators informed the recommendations and multicultural education (ME). Research questions involved perceptions, attributes and needs of PTs. Data sources included: 1) interviews/focus groups--curriculum specialists, teachers, and PTs; 2) demographic data and critiques of eight mediums--to position participants relative to ME and medium usage. Findings included participant recommendations for: a pedagogical content knowledge form; mediums--digital resources, children's literature and museum discovery kits. Constant comparison analysis also yielded challenges to ME. The findings have implications for: 1) using authentic ethnic minority content in social studies methods classes; 2) designing prepackaged pedagogical content knowledge; 3) examining ME vs. historical thinking; 4) informing the rift between academic historians and social studies adherents.