An elective graduate course on multicultural education in a teacher education program had two main goals: (1) to develop student awareness of the ways in which race, class, and gender affect educational achievement; and (2) to encourage students to challenge social inequality and promote an acceptance of cultural diversity. A social reconstructionist view of multicultural education was presented, in which the inequalities in educational achievement were connected to larger issues of equity and justice in society. In order for teachers to be able to help others clarify their identities, they must first understand their own personal and cultural values and identities. Students were asked to write a social identity paper, school experience paper, research paper, and course summary, which reflected on their reaction to the course and developed a plan of action to support the learning experiences of a diverse student body. Three challenges in teaching this course included: expressing and clarifying feelings, monitoring classroom interaction, and challenging white males. For many students, the most powerful learning experiences involved increased self knowledge. Potential change is felt to be limited by lack of a broad vision of change, failure to acknowledge privileged opportunities, and differences in stages of student development. (Contains 15 references.) (JDD)