Teacher education programs employ various strategies aimed at providing teachers with the knowledge, habits of mind, and practices necessary to work with increasingly racially and ethnically diverse students. Often, these efforts have centered on the addition of a multicultural foundations course. Research on multicultural foundations courses focuses on the content and the impact of such courses on teachers' beliefs and attitudes but provides few insights into the pedagogy of multicultural foundations. This article examines the pedagogy of one multicultural foundations course, focusing on the instructor's self-assessment of her teaching and the resulting innovative changes in course curriculum. The authors first reflect on the content of the course and possible adaptations to assignments. Second, they consider how the instructor's stance toward assessment and innovative instructional change has raised more questions about her pedagogy than answers. The authors conclude with broader implications for teacher education programs and the study of pedagogy within such programs. (Contains 1 note.)