Purpose: The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools. Design/methodology/approach: This study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey. Findings: In most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students. Originality/value: This study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.