In 1994, the National Educational Reform in Bolivia instituted reforms that called for a model of education that held at its center the knowledge and languages of Indigenous people. The types of change called for by the reforms in Bolivia signify major transformations in teacher preparation practices and a concerted emphasis on training in bilingual intercultural education. At the core of such efforts is the notion that hegemonic practices and voices are critiqued and subaltern voices and practices become a base for change. This study examines whether and how this policy has helped to foster the expansion of Indigenous voices and engagement in bilingual intercultural education. It also considers how the Bolivian educational reforms help to develop notions of interculturalism and promote the development of a multilingual and pluricultural nation. (Contains 1 figure, 3 tables, and 1 footnote.)