This analysis of a pilot study in inservice teacher education seminars provides insight into the potential of case-based methods in multicultural education and exposes some of the difficulties that accompany this approach, for both discussion leader and participants. Rather than passively listening to generalized knowledge on multiculturalism through lectures, teachers have an opportunity to explore key issues in the context of real classrooms. They can make explicit their beliefs about teaching and learners; they can test out their assumptions about practice; they can confront their personal biases through a shared, socially constructed, and deeper understanding of issues related to race, class, gender, and culture; and they can transform what they learn into effective instructional practices. The intensity of participants' contributions during the discussions, while at times difficult for both the participant and the facilitator, indicates how important this vehicle is for discussing these sensitive topics. The paper is organized into five sections: (1) Case Methods in Multicultural Education: Background; (2) Confronting Bias, Innocence, and Racism: A Case in Point; (3) Findings: Impact on Participants; (4) The Challenges of Case-Based Teaching; and (5) Implications. (Contains 23 references.) (LL)