The purpose of this article is to investigate the struggles of teacher education students when confronted with establishing a social justice curriculum. The authors' work focuses on using multicultural literature as a starting point for the critical conversations that drive curricular changes. Introducing ideas of culturally responsive pedagogy into this environment has the potential to increase resistance and pushback; however, when multicultural literature is introduced, the authors have found that undergraduate students are better able to conceptualize concrete methods for improving the multicultural social justice approach to their classroom.