This study explored the gains of pedagogical practices of using critical multicultural analysis to confront hidden bias in children's literature in EFL preservice teacher education. Participants (N = 15) experienced a variety of instructional activities throughout the semester. Using a qualitative case study design, data showed that preservice teachers gained essential knowledge, theoretical and practical, and were, therefore, prepared to promote critical intercultural competence in their future classrooms. As a result, this study calls for institutional and curricular policies that support explicit teaching of critical intercultural competence through children's literature in EFL teacher preparation programs.