Despite the potential of multicultural education as a tool for critical analysis and social change, how such a curricula is implemented often falls short of this promise (Sleeter, 2014). Specifically, courses that discuss "multiculturalism" in terms of tolerance and color-blindness fail to provide students with a compelling rationale or viable means to examine social justice and equity issues and, thereby, become inspired to take action against the social inequities that such examination can yield (Giroux, 2005; Sleeter & Grant, 2008). The abundance of curricular materials that emphasize acceptance and tolerance while deemphasizing critical analysis is and problem posing is just one example of how the transformative power of multicultural education can become muted by the dominant narrative of tolerance (Hill, 2012; Sleeter, 2014; Smith, Flores, & Gonzalez, 2016). To counter such silencing, educators who believe in the transformative nature of multicultural education must not shy away from critically analyzing their own multicultural courses and their proposed outcomes to ensure that such coursework will allow students to develop the ability to name social problems and take subsequent action to address such issues. The following case study represents how a critical review of an undergraduate children's multicultural literature course led to the development of curriculum that was more aligned with the end of the spectrum where multicultural education is seen as part of a larger social movement to address issues of racism, sexism, and other injustices while promoting social justice and equity (Sleeter & Grant, 2008). While the course described in this case study is designed to serve undergraduates outside of teacher preparation pathways, the lessons learned from this critical analysis can also be applied to courses for preservice teachers, specifically those designed to promote teacher activism.