"Critical social dialogue" (CSD) is the process of problem posing, facilitating personal stories through silence and multimodal assignments, and positioning them for students to re-examine and re-evaluate their understanding of systems of social difference, the beginnings of a multicultural and social justice intellectual frame for pre-service teachers. Using data from an evaluation of an interdisciplinary educational foundations course, this article focuses on the process of CSD in a mixed race and ethnicity sample of undergraduate teacher candidates at a California state university. First, the author discusses the literature on race talk in the college classroom, as the predominant social issue discussed and studied, interspersing relevant literature from teacher education research. Next, the author describes the features and process of CSD followed by examples of CSD through teacher reflections on class activity and students' work. Finally, the implications for facilitating CSD in teacher education courses will be discussed. (Contains 7 notes, 1 table and 1 figure.)