This study explores the outcomes of a potentially powerful multicultural pedagogy---the use of multicultural narratives in teacher education. Participants were 22 preservice teachers enrolled in a required, semester-long, foundation course at a liberal arts public university in middle Georgia. Data sources include responses to ten classroom- or school-based multicultural narratives and reflection papers. The results indicate that narrative analysis helped preservice teachers facilitate transfer between theory and practice and develop a deeper understanding of and connection with multicultural and diversity issues. The authors argue that multicultural narratives should be a more widely used practice in teacher education.