This article presents the authors' ongoing research into two different pedagogical projects within teacher credential courses: one in critical multicultural education and the other in foundations of education. The data were gathered in Northern California and in Colorado. Both projects were designed to help students-teachers become more aware of how they relate to their own students, and of the knowledge that they take for granted. Of particular interest was the body of knowledge that may be called "cultural whiteness." The two projects discussed in this paper attempt to contribute to resolving a now familiar dilemma in teacher education: bridging the gap between teacher intentions and practice that is shaped not by these intentions but by cultural scripts of which we are less than aware. The shared goal of both projects is to help educators to become aware of their own "hidden curriculum." Both projects aim to help students-teachers and teacher educators raise questions about self, society, and power so that they can embark on the journey of self-awareness necessary to addressing the needs of all students. (Contains 2 notes.)