This study explored the benefits of using critical multicultural education (Critical multicultural education examines all forms of marginalization in order to develop new possibilities and opportunities for all groups) in the current context of globalization. Preservice teachers (N = 17) experienced a variety of instructional activities, including intentional analysis of hidden bias (Hidden bias in this study denotes partiality based on all human differences both natural and socially constructed.) in children's books. To collect data, participants responded in writing to prompts at the beginning, middle, and end of semester. Using a phenomenological analysis approach, qualitative data showed that although preservice teachers entered the course with limited knowledge and experience in analyzing children's books for hidden bias, they gained essential pertinent knowledge and were, therefore, ready to use critical multicultural education in their future classrooms. As a result, among other recommendations, this study calls for institutional policies that support explicit teaching of critical multicultural education in early childhood education programs.