Recently, there has been a focus on the experiences of students who belong to society's dominant groups. One aspect of this focus is on the resistance to multicultural concepts. While some studies have explored cultural identity as a cause of this resistance, more explorations from a social-pedagogical perspective are needed. This qualitative case study examines the resistance to multicultural education expressed by Israeli Jewish undergraduate education students who were enrolled in an academic course on multiculturalism. Using Critical Whiteness Studies as a theoretical lens, the study shows how students from this privileged group oppose multiculturalism through pedagogical aspects of teaching. This approach to resistance highlights the role of social positionality in critiquing this field without directly engaging with its core ideas. Therefore, pedagogy is presented as a crucial concept to be considered.