Purpose: The purpose of this paper is to describe the double infusion (DI) model, which was developed to offer technology and multicultural teacher educators a systematic process for helping prospective teachers to become proficient in using technology to enhance student learning in K-12 environments, while they work toward strengthening their own conceptions of critical multicultural education. Design/methodology/approach: This paper reports on the implementation and conceptual analysis of this DI model, which was piloted in a 16-week graduate level instructional technology course for future educators. Data collected for this analysis included student course projects, a focus group interview with students, and an interview with the course instructor. Findings: The preliminary findings for this pilot project yielded that the participants had the critical dispositions needed to understand and make meaning of the "doubly infused" content, however, the opportunities they had in their graduate programs to reflect upon how these ways of thinking can be reflected in technology-based applications were few to non-existent. Originality/value: The authors found that the organizational structure of teacher education programs plays a critical role in helping students to envision how technology can be used to support the learning goals of critical multicultural education, and conversely, how critical multicultural education, can be used to support learning within a technology context. (Contains 4 tables and 1 figure.)