Despite the growing body of scholarship on the multicultural dispositions and learning needs of teacher education students, little scholarly attention has been paid to those of multicultural teacher educators: the people responsible for cultivating multiculturally minded teachers. In order to begin filling that gap, using a grounded theory approach, I analyzed data from interviews with 22 people teaching multicultural teacher education courses in the USA. Three common learning and support needs emerged: (1) identity-specific content knowledge, (2) pedagogical strategies, and (3) support networks. I describe these findings and discuss ways identified needs might be addressed more sufficiently.