Unprecedented challenges have accompanied increasing demographic diversity and calls for educational accountability. Meeting these challenges requires bringing new conceptual tools to bear on specific dilemmas in local contexts. But one of the most significant new tools—the theoretical perspectives of multiculturalism—has been frozen by a paralyzing debate. This article reports on an effort to better understand the impasse and create conditions for constructive local discussions and reforms relating to multiculturalism. We report how a group of developmental education professionals in a large, interdisciplinary developmental education unit understand multiculturalism. We also explore the potentials and challenges involved in initiating local conversation about multiculturalism.