This paper describes several practices designed to challenge preservice teachers to question their assumptions regarding multiculturalism and to explore other points of view. The "Culture Walk" at Susquehanna University (Pennsylvania) increases awareness and sensitivity to interpersonal and personal identities. It involves writing and reflecting on one's own background, participating in a guided walk through an urban community, and teaching a lesson in a multicultural setting. The "Hegemonic Process" at Madonna University (Michigan) helps students to assess "normality" in today's society and the impact on students who are marginalized. Two case studies designed to help future teachers analyze their responses in relation to students who are marginalized are included. "Shadow Studies" at Willamette University (Oregon) helps preservice teachers relate more personally to how students are affected by school in order to better understand and meet the needs of their students. Teachers reflect on their own school experiences, examine school culture through the eyes of an ethnic minority student, and carry out group investigations on the needs of diverse students. These three practices encourage teachers to examine their own and others' views, the role of power and privilege attached to those views, and consequences when the assumptions of a dominant racial, social, or cultural group are imposed on others. (Contains 21 references.) (ND)