Globalization has become an important issue in the domains of culture, politics, economy and environment, and has dramatically changed our understanding of the words. This article deliberately explored the concept of multiculturalism and examined its relevance to the ideal and practice of social justice by reviewing the Ho and Hsu (2005) study (Transformation and innovation in multicultural teaching: A collaborative action research of the prospective preschool teachers. Tzu-Chi University Journal of the Humanities and Social Sciences, 4, 63-104.). Specifically, this paper elaborated how multicultural teaching manifests itself an innovational way in reflective inquiry from the aspects of social action, multicultural curriculum design, and multicultural teaching. There is no shortcut to the exploration and innovation of multicultural teaching. It takes time to reflect from the first hand teaching experience and research results, which help teachers to accumulate and promote practice wisdom. Crossing the campus border, Ho and Hsu investigated the pre-understanding and understanding of multicultural education through collaborative action research between university and school. This action research not only attempted to shorten the gap between theory and practice, but also criticized and emphasized the significance of multicultural education. This article reviewed Ho and Hsu's viewpoints and found some support. It suggests that creative multicultural teaching is neither the demonstration of all kinds of cultural subjects, nor the exhibition of new and different cultural materials. Instead, creative multicultural teaching entails the ways of knowing, and teahers' flexibility and creativity developed from the diversity in teaching and respect for self-other differences.