The emphasis on multicultural education and cultural competency has been a popular subject among teacher educators and scholars (Cochran-Smith, 2001; Ladson-Billings, 1995, 1999a, 1999b; Ladson-Billings, 2003, 2006; Perry, Moore, Acosta, Edwards, & Frey, 2006; Sleeter, 2008, 2009; Sleeter & Stillman, 2005; Sleeter, 1991, 2001, 2008; Sleeter & Bernal, 2004; Nieto, 2000; Erickson & Mohatt, 1982; Lindsey, R., Robins, K., & Terrell, R., 2003). Teacher education programs in the United States (U.S.) are struggling to prepare competent teachers especially to teach underprivileged minority children mainly in urban areas. The argument of this paper is that the emphasis on or struggle for, if you will, a multicultural education is leading to significant handicaps within the education system in the U.S. One reason is that university professors are not necessarily taking responsibility for failing to educate culturally aware teachers for these classrooms. What we need to do is, not to associate failure with color, ethnic and cultural background but accept failure with an open heart, looking deeper into the practices of teacher education programs rather than pointing out fingers at others while distracting the whole education system. That is, we do not need to explain the failure and underachievement by the weaknesses of classroom teachers, but confront it.