One semester while attempting to help pre-service teachers learn how to make mathematics relevant to the lives of young children, it occurred to the author that many preservice teachers in teacher education programs were uncomfortable outside of their own personal cultural experiences. Having recently read some work of Claudia Zavslavsky (1996), who is considered to be the "mother of multicultural mathematics," the author decided to develop a course around that topic. Her aim in developing the course was to focus future teachers' attention on the development of mathematics, the ways various groups of people have contributed to or interacted with mathematics, and how applicable mathematics was or is in the real, daily lives of people. Some of the pre-service teachers were asked to design mathematics lesson plans that reflected their understanding and value of different cultures and the way people in those cultures contributed to and participated in mathematics. In this article, the author shares several snapshots of those exploratory assignments given to her pre-service teachers, and some of her initial responses to the pre-service teachers' position on the topic of multicultural mathematics as reflected in their lesson plans, and activities.