This qualitative case study examined two pre-serviceteachers’ learning experiences in relation to encountering modelling culturallyresponsive teaching (CRT) in a multicultural education course. UsingConstant Comparison Approach, the researchers searched forevidence of observing aspects of modelling in the course, and described the preserviceteachers’ learning experiences that occurred in relation to this observation, aswell as the possible transformation they went through. The study revealed that the critical, justiceoriented teacher education course that implemented modelling CRT activities andbehavior seemed to help preservice teachers to transform and extend theirconceptual knowledge of CRT, critically reflect and reconstruct priorknowledge, and connect these experiences to future teaching practice. Based onthe data, a framework for modelling CRT in teacher education is delineated. Implications for teacher education are addressed.