Given the fact that children of color, children from low- or no-income families, and children who are linguistically "minoritized" (McCarty, 2004) continue to face inequitable and unjust early educational and care experiences, it is imperative that early childhood educators--those who teach young children and those who prepare teachers--work toward a shared vision of multicultural education. In this chapter we take on the project of moving toward a common understanding of multicultural education and, in turn, (re)conceptualize how early childhood teacher education might go about preparing teachers to engage in multicultural teaching practices. (author abstract)