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When White students are met with a critical multicultural education course, many tend to resist (Dunn et al., 2014). Decades of research documents students responding with silence, anger, or various types of resistance ( Bonilla-Silva & Forman, 2000; Tatum, 1997; Todd, 2001). Additionally, student outcomes reveal that after decades of improved teacher training, Black and Brown students continue to be marginalized by teacher behaviors. The phenomena we face in teacher education, particularly in regard to White teacher training for diverse environments, arises from this resistance. Thus, this framework was created as part of an autoethnographic study and four years of teaching preservice teacher training to provide understanding on teacher resistance to multicultural education, as well as implications for the future.