Contemporary issues in education should include conversations about immigration which has shaped our past, defines our present, and will enrich our collective future. This article explores a cadre of K-12 and collegiate United States (US) educators' participation in a graduate course on the construction of immigrants in multicultural literature and the ways in which the educators constructed themselves and immigrants during and after the course. Specifically, the article addresses how the immersion in and discussion of literature involving immigrants can cultivate educators' awareness of hegemonic policies and practices toward immigrants in the US. Engaging in a multilayered analytic method interweaving thematic analysis with critical discourse analysis, the author shares educators' oral and written discourses which both reinforced and countered prevailing socio-political constructions of immigrants in the US. Their discourses also illuminated the interplay between thought and action as indicators of ideological shifts. The author concludes with a discussion of issues surrounding the power of stories as mediums for personal and social change, the use of language as a social act, and educators as aspiring agents of change.