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teachers experienced hardships incorporating multicultural literature into their classrooms, with many teachers admitting their preferences for and comfort with canonical and required curricula (Macaluso, 2013). Resources, expertise, and time limitations also influence teachers’ willingness and ability to infuse multicultural literature into their classrooms (Stallworth & Gibbons, 2006). Recent scholarship (e.g., Watkins & Ostenson, 2015) suggests that the nonfiction demands of the CCSS, coupled with the influence of Appendix B over teachers’ practices, only serve to exacerbate the difficulties teachers already experience in trying to weave in the stories of people, voices, and experiences positioned on the margins of the secondary English canon. In order to properly prepare and equip preservice teachers (PSTs) with the tools required to navigate these dilemmas, teacher educators must recognize, and respond to, the changing realities of the secondary ELA classroom. We agree with Watkins and Ostenson (2015) that:

Taking Down Walls: Countering Dominant Narratives of the Immigrant Experience through the Teaching of Enrique’s Journey