For the last nine years, Ukpokodu has taught an elementary social studies methods course. As one who is grounded in multicultural education, global education and critical pedagogy, she approaches the course from a transformative and social reconstructionist perspective (Banks 1996; Sleeter and Grant 1994). That means that the course reflects cultural pluralism and focuses on expanding the curriculum to include people of color, women, unsung heroes, children, and global perspectives. The course also aims at helping preservice teachers to develop the skills for using critical pedagogy to promote open inquiry, exploration of social issues, study of human conditions, social justice, and activism. Further, it raises preservice teachers' awareness about the hidden curriculum, or what Peter McClaren (1989) calls the "pedagogical unsaid," and helps them develop the skills to make the hidden curriculum visible and examinable. This article discusses the challenges of teaching a social studies methods course from a transformative and social reconstructionist perspective.