This case study research investigated preservice and in-service teachers' (N = 23) experiences and understandings as they participated in a multicultural children and young adults' literature course that incorporates visits to a Holocaust museum. A graduate level course was redesigned within a framework of social justice pedagogy by focusing on critical analysis of multicultural literature, teacher inquiry, as well as a civic engagement project. Findings from this study illuminated how this course design encouraged teachers to move beyond a focus on tolerance and acceptance, and toward a social justice orientation through critical exploration of issues such as racism, oppression, and the ways bias and privilege operate within their own lives, schools, and society.