College and university professors in large part do not make connections between their disciplines and the culture of their students. Research has found culturally relevant curricula and pedagogy to be effective in helping to increase the academic achievement of students (Au, 1981; Bell & Clark, 1998; Cazden & John, 1971; John, 1972; Ladson-Billings, 1995; Norment, 1997). I conducted research using a modified case study method to investigate the practice of Multicultural Education by university professors. The Five Dimensions of Multicultural Education, as conceived by James Banks (2004a), and Culturally Relevant Pedagogy, as discussed by Ladson-Billings (1995), informed the conceptual framework for this study. I conducted the study using qualitative methodological tools of interviews, observations, and artifact collection. The present paper reports the findings of the United States History for Teachers case. This case is one of six in a larger study of a number of college courses in the undergraduate curriculum that prepares students for public school teaching. I present findings that suggest how some aspects of multicultural education are practiced in a course that prepares history teachers. After providing a critique of the studied practices, I offer suggestions for improving the practice of multicultural education in History for Teachers courses. I also offer a new reflective approach to the practice of multicultural education for teacher educators.