This study examines teacher conceptualization of multicultural education and describes their approaches to implementation. It examines why teachers experience difficulties implementing multicultural education. This case study of two kindergarten teachers in an urban public school in Northern California uses a collaborative approach to investigate the issues contributing to the multicultural theory-practice gap. Two kindergarten teachers, both of whom have a minimum teaching experience and exposure to at least one university/college course and one inservice workshop on diversity, were the participants for this study. This research used a teacher-inquiry approach and followed rigorous qualitative methodology. The article concludes with suggestions to help bridge the theory-practice gap. This article is divided into four parts: methodology, findings, discussion, and conclusion. (Contains 1 note.)