It is essential to develop future teachers' views of diversity, as contemporary teachers teach large numbers of students who are not like them linguistically or culturally. Teacher educators are responsible for preparing preservice and inservice literacy teachers to be effective in these increasingly diverse classrooms. They should continue to look for ways to prepare tomorrow's teachers for the multiethnic classroom, especially through cross-cultural awareness and understanding. In this article, the authors share their experiences using multicultural literature discussions in their literacy courses in New York and Florida with urban and suburban classroom teachers. Their goal was to provide rich, thought-provoking experiences throughout the literature discussions. The teachers began to explore their insights about universal qualities among people, cultural values, and social issues. Before teachers can effectively implement literature circles that evoke genuine, transformative interactions with books, however, they must live the experience themselves. Here, the authors share the teachers' personal connections with the main character of their respective novels, the sociocultural issues they identified, and universal truths they discovered. Through their literature circles, the teachers experienced the power of critical discourse. The authors found that reading and sharing multicultural novels in literature circles showed promise for developing culturally responsive teachers and broadening their perspectives.