The purpose of this qualitative case study was to examine ways that a multicultural perspective using critical literacy practices engaged practicing teachers to rethink and re-vision oppressive hegemonic structures and attitudes regarding immigrant students and their families and helped them to develop as critical educators. In the context of a professional development master's program, 57 teachers experienced a curriculum strand focused on immigration issues and provided extensive feedback responding to the curriculum. The data were analyzed to assess in what ways using current and controversial issues helped teachers to develop their capacities to understand and critique the world in more complex ways and what impact these experiences had on their teaching practice. Evidence suggests that the majority of teachers were receptive to the curriculum although some teachers exhibited resistance. Resistance appeared to be minimized and teachers' development supported using curricular experiences that "put a face to the issue," that put learners "in others' shoes," that engaged teachers' emotions, and that made clear how policies, practices, and attitudes directly and indirectly impact the lives of children and their families.