This exploratory-interpretative study has the objective of describing patterns of cognitive-ethical developmental changes using Perry's model and data-driven content categories. In-service teachers taking a multicultural education graduate course (n=55) participated as insightful subject-researchers. Three major patterns were found: (1) experienced teachers linked their educational philosophies and practices, indicating higher cognitive-ethical developmental levels; (2) different content-knowledge modules led to various cognitive-ethical developmental levels; and (3) teachers could not connect teaching practices, research, and multicultural education courses. In conclusion, teachers need to transform their educational philosophies into concrete strategies in multicultural education courses. One table summarizes contents of philosophical and reaction papers. (Contains 16 references.) (Author/SLD)