Although many programs ascribe to promoting and celebrating diversity, traditional teacher preparation rarely centralizes multicultural education courses. Instead, these courses are often "added on" to or disconnected from the rest of the program. Multicultural education courses and other courses that address diversity often ask the preservice teachers enrolled to reflect critically on their own identities through the lenses of power and privilege. Given the peripheral positioning of courses of this nature in their preparation, one could expect preservice teachers to be unfamiliar and uncomfortable with this process, resulting in cognitive dissonance as well as a certain level of resistance. This article critically examines the interactions between members of a college classroom community, consisting of 26 predominantly White female students and their instructor, a man of color, in a graduate multicultural education course. Data collection and analysis were guided by the following research question: How do White preservice teachers' interact with and react to the content of a multicultural education course, particularly in regards to issues of race? Since, the notion of resistance was a prominent theme throughout the data sources, the author describes the various ways in which preservice teachers enacted resistant stances. First, the author describes how preservice teachers performed resistance through acts of silence. Then, she explores the ways in which preservice teachers vocally resisted the content and requirements of the multicultural education course. Next, she discusses preservice teacher resistance to buying into or accepting roles as vehicles for educational change. In addition to examining resistance, the author explores significant moments in which students engaged in the complex process of ideological renegotiation. Finally, the author discusses the implications for the preparation of teachers to work with students of diverse backgrounds.