This article reports on three stories of what the author calls "eco-narrative" constructions from the data. These stories are rendered in detail to underscore the obstacles student teachers face regularly in becoming multicultural educators, as well as the various and subtle ways supervisors can help them advance their skills by giving them the opportunity to revisit, rethink, and re-see their day to day failed attempts in the field. The three stories highlight three of the five Banks and Banks' (2010) criteria for preparing multicultural educators at work. These are: grappling with disempowering institutional power structures (see "There Are Cockroaches in the Classroom"), reflecting on personal prejudice and bias (see "Her Mother Doesn't Care"), and evaluating ineffective lesson plans and delivery (see "The Subway Outside the Window Goes There"). Analysis suggests the virtue of engaging student teachers in narrative, story, or eco-narrative construction for the purposes of preparing multicultural educators in that it allows the field supervisor to problematize student teachers' limitations, not as something blameworthy or lamentable, but as something to be expected and, potentially, remediated through scaffolded assistance with everyday challenges. Counter-evidence for the two remaining criteria in Banks and Banks' (2010) typology, content integration and knowledge construction, is also presented. (Contains 1 note.)