Cochran-smith, Davis, and Fries (2004) reviewed the research, practice, and policy of multicultural teacher education during the last decade of the twentieth century and the first few years of the twenty-first century, and pointed out that the field needed to include inquiries that involve the work of practitioners who are studying their own courses and programs (p. 965). As a multicultural teacher educator, the author studied the autobiographical curriculum she developed while teaching multicultural teacher education classes to both pre-service and in-service teachers. This article reports the author's inquiry in two parts. Part I describes the two phases of the curriculum; Part II examines student teachers' learning through the curriculum by comparing their pre-and post-multicultural autobiographies. (Contains 1 table.)