Using Conceptual Change Theory, this qualitative study of literacy teacher education investigated how eight beginning teachers developed knowledge about multicultural literacy pedagogy. Teachers' written and spoken language was analyzed from data sources collected during and outside of a preparation course, part of a nighttime alternative certification program. Conceptual changes took place for several topics, but not for all. When changes occurred, they resulted in broadened conceptions, thus enabling the teachers to investigate and embrace a wider range of possibilities for literacy than they had previously acknowledged. Findings suggest multicultural teacher educators seek "micro-transformations" in teachers' knowledge in order to support the development of multicultural educators. (Contains 2 tables.)