Seidl and Conley elaborate a set of beliefs regarding transformative spaces, identity-making, and the development of a critical, multicultural identity that inform their approach to multicultural teacher education. They believe that if we expect new teachers to co-construct with their students classroom spaces that allow multiple voices and diverse identities to flourish, then those teachers must have some experience with what that means in their own lives. Such an approach aims to move students out of the particularity of their experience and into participation in a broader world. The authors draw from narrative data to demonstrate the changes seen in their students as they moved toward a more sophisticated, critically conscious, and multicultural identity.