The authors describe their efforts at adapting Ball's (2009) model of generative change within a teacher education program (TEP). The study is part of a larger project to align the entire TEP program to Ball's model. Data include essays from students who completed two courses in the TEP, focusing on assignments in which students reflected on culture and literacy in teaching. Results indicate preservice teachers' (PST) cursory understanding of culture in relation to literacy and the obstacles of Whiteness constrains PSTs from critical reflection and change.