This paper reports on the teaching of reflective thinking skills to a cross-cultural class of school of education students. The paper relates the cultural constraints and cross-cultural responses brought to light by the process of instruction and by the reaction of students to a course on the Holocaust. The goal of Multicultural Education is to focus not only on cultural differences but also on human condition universals. However, this must be done in a way that evokes reflection about oneself, others, and the contradictions encompassed in historical and contemporary culture. The Holocaust, by providing innumerable episodes which defy predictable assumptions of behavior and thought and by illustrating our human vulnerabilities, challenges our notions of what is possible and reinforces our identification with our common humanity. However, the teaching of reflective thinking skills cross-culturally must include a framework which will allow for the questioning of the universality of all information that is conveyed. The danger lies in assuming a priori, without questioning, that the content and methodology to be taught is universal. (JD)