What happens when emerging bilingual educators are supported in examining their language ideologies, assumptions, and attitudes in their teacher preparation program? This action research project documents the evolving beliefs and dispositions of pre-service and in-service bilingual and world language teachers as they participate in a graduate course entitled, “Bilingual Multicultural Education: Theory and Practice.”  We each teach a section of this course; the current study comes from six classes taught over the course of 3 semesters. Data emerge from a range of sources including students’ ongoing reflections, pre and post questionnaires, responses to assignments, and focus group discussions throughout the semester. The majority of the students are bilingual international students.  In our courses we consider what it means to be bilingual, biliterate, and/or bicultural. Topics include the importance of an asset-based approach while contesting deficit-oriented/raciolinguistic orientations to marginalized sociolinguistic and sociocultural varieties as well as issues of language, culture, and identity. We consider what is needed to meaningfully assess bilingual/bicultural students, particularly those who speak alternative varieties and work to counter folk-linguistic mythologies that can impact policy and pedagogy. We also review research on outcomes of alternative approaches to educating multilingual learners and encourage our teachers to make critically conscious and informed choices regarding their own practice. In light of our findings, we will discuss some practical activities and assignments our students engage in and will share the evolution of students’ expressed perspectives and beliefs.