Teachers are significant curriculum decision makers in their classrooms. How does teachers' thinking about curriculum develop in the context of teacher education coursework, and how might an analysis of a novice teacher's learning to think more complexly inform teacher education pedagogy? This article presents a case study of a 2nd-year teacher who was in a graduate-level Multicultural Curriculum Design course, which was designed to develop the complexity with which teachers understand and plan curriculum. Data--which included student papers, a reflective journal, classroom observation of the teacher, and an interview--are analyzed using a rubric that differentiates novice, developing, and accomplished teachers' thinking about multicultural curriculum. (Contains 1 table.)