This study hypothesized that discourses incorporating critical reflection on multicultural texts, lectures, and workshops in combination with autobiographical research on one's own teacher identity formation would deepen teacher candidates' realization of the importance of transformative multicultural education in teaching and learning and help move teacher candidates toward an anti-racist teacher identity. The study also hypothesized that teacher candidates, based on their teacher identify investigations, would be more receptive to notions of culturally responsive teaching and the importance of closing the achievement gap. Data were collected on 44 predominantly white, post-baccalaureate teacher candidates in the form of an autobiographical research project. Participants were given discrete autobiographical assignments that related to their identity formation as future teachers. Data from students' reflections confirmed both parts of the first hypothesis. Students embraced the importance of transformation and came to understand the latter was impossible without an identity shift that incorporated anti-racist, culturally responsive teaching practice. The importance of closing the achievement gap, however, was only overtly noted by one student. Students became aware of how they had been historically socialized into dominant culture perspectives where a certain invisibility of the underside of U.S. social policy has promoted privilege over equity and human rights. (Contains 78 references.) (SM)