Resistance that educators face in teaching multicultural education courses, particularly from preservice teachers, is well documented. Much of the literature around resistance tends to focus on strategies that multicultural educators can employ in overcoming preservice teacher resistance. However, preservice teacher resistance is not the only kind of resistance to multicultural education. Less well documented is the resistance to multicultural education from fellow educators who sometimes exhibit the same kinds of resistance as preservice teachers. While there is little literature concerning teacher/faculty resistance to multicultural education, even more sparse is any literature concerned with "the effects" of such resistance on multicultural educators. The small body of literature in this area, more often than not, has focused on multicultural educators of color and the resistance they face in teaching such topics and the strategies they used to counter such resistance. Rarely has there been any discussion on how multicultural educators cope and sustain themselves in the face of continual resistance. In fact, there is virtually no literature on "how" multicultural educators address these effects and the "strategies" they employ to sustain themselves on a daily basis. The purpose of this article is to address this void in the field by providing a theoretical framework of the ways in which multicultural educators might address such resistance so as to preserve themselves and keep from suffering some of the negative effects of continual resistance, such as despair, hopelessness, and burnout.