The purpose of this article is to show how pre-service teachers utilized autobiographical inquiry in a multicultural education course to reflect on what they learned about themselves and the teaching of culturally and linguistically diverse students while they served as tutors for English Learners (ELs) in a semester-long field experience in public schools in metropolitan Atlanta. In this article, the author answers the call of scholars in the field of multicultural teacher education who suggest that more opportunities need to be created for pre-service teachers to think about and interact with real students in real schools (Darling-Hammond & Bransford 2005; Ladson-Billings, 1999; Sleeter, 2001). In the first part of the article, the author describes the context for and participants in the study. Next, she explains her methods for data collection and analysis. In the analysis that follows, she examines how her pre-service teachers use autobiography to talk back to multicultural educational theory to represent understandings of themselves as future teachers in relation to students with whom they have very little in common. After the analysis, she ends with a discussion of the significance of her study for curriculum theorists who use autobiography in multicultural teacher preparation.