A major goal of most teacher education programs is the development of teachers who are sensitive supporters of all students, embrace diversity, and plan and implement inclusive and culturally responsive instruction. Student populations, even within teacher education programs, are not always endowed with the desired attitudes and wisdom that allow them to embrace such diversity; thus they need guidance from the teacher education faculty. It is also clear, with growing numbers of K-12 students from varying countries and cultures, that the ethnicity and cultural backgrounds of the teacher population is not in itself representative of the diversity in schools. It is with great interest that educators, parents, and politicians seek ways to transform the status quo in education, leading to greater academic achievement, more proactive attitudes of acceptance, social justice, and equitable opportunities for all students. In this article, the authors explore concepts of transformation and share the results of an attitude-changing experience of a group of teacher candidates. Concepts relevant to transformative learning include functions of self-inspection, facing dilemmas that produce lasting impressions, recognizing voids and holes in personal attitudes and understandings, often called landscapes, and reflecting on behaviors and practices. The teacher candidates described in this article were engaged primarily with multicultural literature--this involved readings, discussion, and reflection. After reading assigned picture books, young adult novels, and then dramatic, often highly charged adult literature from countries and cultures not previously known by the readers, these teacher candidates shared their reflections and their insights about the changes that they experienced. Analyses of these experiences and reflections are the basis for the conclusions in this article. (Contains 1 table.)