How teachers interpret and respond to diverse students' cultural identities is critical to students' success. Therefore, teacher educators require candidates to gain experience with multicultural populations during fieldwork as a means of promoting candidates' sociocultural consciousness. What can teacher educators learn from candidate perceptions of these experiences? This study features a case analysis of a candidate's descriptions of multicultural school experiences. The candidate negated the need to be culturally responsive by inaccurately simplifying culture and using the binary constructs of "same" and "different." The article contends that to promote candidates' sociocultural consciousness, educators must provide a framework for deconstructing "same" and "different." The article offers a visual model as a pedagogical discussion tool.