This school-university partnership research explored how multicultural literature read-alouds impacted the pedagogical understandings of elementary pre-service teachers. The study explores the intersection of multicultural education, Professional Development School standards, and the achievement gaps of culturally and linguistically diverse (CLD) students in the partnership. Participants included 54 convenience-selected pre-service teachers in a methods course who read aloud books to urban, CLD students in field-based classrooms. Analysis of reflective responses revealed the participants' pedagogical understandings most often related to (a) sociocultural learning/ teaching practices utilized in delivering the read-aloud, (b) students' efferent responses in taking away cultural knowledge, and (c) knowledge gained from multicultural literature. Discussion of the partnership role in facilitating the participants' understandings included (1) the role of diverse field placements, (2) the co-teaching model of mentoring, and (3) multiculturalism content in the methods course. This research demonstrates a need for examining how multicultural read-alouds might also impact cooperating teachers' pedagogical understandings.