The discussion of multicultural education in teacher preparation dates back several decades. "The historical roots of multicultural education lie in the civil rights movements of various historically oppressed groups" (Gorski, 1999, p.1). As communities of color resisted institutional racism, schools became one of the sites of struggle. Thus, the concept of multicultural education is a response rooted in reforming education for liberation. However, according to Nieto and Bode (2008) many courses are not translating into culturally competent teaching. Although the authors believe it is very complex to find the "magic" in providing teachers and pre-service teachers with the tools to engage in multicultural education as practice, they do believe that they can offer a piece in the mosaic that may bring one a step closer to producing culturally competent teachers. Just like most reform ideas in education, multicultural education is defined differently from one city or town to the next, from one school to the next, and even from one teacher to the next. The authors aim to provide a glimpse into some of the classrooms and future classrooms by highlighting the learning experiences of teachers and future teachers. They focus on their teaching and learning experience from one specific course that they teach at the same university. Both of them teach a graduate level foundations course entitled "Cultural Foundations of Education," offered in a department of education. Although they teach the course separately, they collaborate on the planning of the course and have reflected together on their experiences teaching this course. They draw on student discussion and assignments from the Spring of 2007 through the Spring of 2009 to highlight the students' experiences and to exemplify the connection between theory and practice.