Research indicates that there is a correlation between exposure of violence in the media and in entertainment and student behavior. Many students have been victims themselves of violent, verbal, and physical assaults. Classroom teachers and educators continue to address this issue locally in classrooms and in their schools. Amid the various questions that emerge from the need to address violence and equity issues in society, three central questions stand out: What is Peace Education? What is the role of Multicultural Education in support of Peace Education? What is the role of Teacher Education Programs in promoting multicultural education, peace education, and social justice in the curriculum? In this article, the authors examine the literature related to institutional and teacher education reform and change related to multicultural education, peace education and social justice. A transformational model of cultural competence seems to describe the particular changes that have taken place at a small, private liberal arts university. The authors' reflections regarding peace education, justice, and equality and the implications for practice in teacher preparation programs are based on such a transformational model of cultural competence. (Contains 2 figures.)