The purpose of this study was to explore how critical and reflective thinking about race and culture evolved and manifested in online threaded discussions among pre-service teachers during a required Multicultural Education course. Because of the ubiquitous presence of computer-mediated forms of communication, research has increased in recent years that examines critical and reflective thinking practices of pre-service teachers in various web-based forums (e.g., Bodzin & Park, 2007; Jeong, 2003; Killian & White, 2003; Kippen, 2003 Levin, He, & Robbins, 2006; McCrory, Putnam, & Jansen, 2008; Meyer, 2004; Wade, Fauske, & Thompson, 2008). However, there are still relatively few research studies that track critical and reflective thinking about race and culture in web-based forums. This study investigated students' online threaded discussions as they related to personal beliefs about racial and cultural differences, personal experiences with regard to interracial conflict, as well as course readings and assignments about racial, cultural, and linguistic differences in classrooms and in societies. Findings suggest that deliberate and systematic reflections and discussions about race and issues of classroom diversity, as well as about mandated instructional programs and methods, yield a considerable amount of change in teachers' beliefs about race, language, and diversity. This research not only has implications for the preparation of pre-service teachers for teaching in diverse settings, but also for in-service teachers who have not had the opportunity to engage in this type of reflective practice. (Contains 1 note.)