Social foundations courses, and in particular any course that has to do with multiculturalism or diversity, can be land mines for teacher educators seeking to provide experiences that may be "partisan" but also "educative". This article explores the tensions of teaching multiculturalism classes to undergraduate teacher education students and is based on experiences at a public rural Midwestern university over the last few years. Interviews with department colleagues who teach the multiculturalism course, student journals and course evaluations, and reflection provide the data for this reflective essay.