Multicultural education does not develop along a linear path. An individual who decides to become a teacher brings countless life experiences to the prospect of gaining certification to teach in any state of the multicultural United States. A certification program introduces concepts of multicultural education in hopes that the candidate will enter student teaching with a firm foundation of knowledge and respect regarding cultural diversity. The program, hopefully, uses readings, discussions, and activities that challenge and support the candidate toward growth in becoming a multicultural educator who understands and embodies a practice of cultural competence and equity. The purpose of the case study reported in this article was two-fold. One purpose was to begin the work of exploring how able and willing alumni can contribute to a secondary certification program's ongoing goal of preparing pre-service and new teachers to become effective multicultural educators. The other purpose was to evaluate how the alumni had developed perspectives on multicultural education along a path from pre-service teaching to experienced teaching. The author interviewed three alumni who became teachers under a state provision of a fast track that allows one to teach after one year of courses and 50 hours of classroom observations. For a small group of three, the alumni are culturally diverse--an African American female, a White male, and an Asian American male. Three major themes emerged from the data analysis. One involved the perspectives among the three alumni regarding how the graduate program changed the way they viewed multicultural education. A second was the manner in which participants identified with mainstream and transformative views of multicultural education. A third was how the participants varied in their views of culture, race, and class as isolated and intersecting characteristics of students' identities and experiences.