This research resulted from facing a dilemma in my life when I started to do the dialogue with myself. This paper examines the exploration and struggle I've been through and the anxiety about my identity as an elementary school teacher. After experiencing the various cultures of all three of the schools I've taught at and the changes of various personal identities, I employ practice theories to reflect on my original intention to be a teacher and seek for possible approaches to being an active agent in the classroom where school teachers mainly do emotional work. During the process of having the dialogue regarding my own experiences, I realized that elementary school teachers in themselves are hidden curricula. For although the dimension of school teachers seems not to be important, their influence on the process, whereby students become mature individuals, is implicit and enormous. Besides, it is my belief that teaching is a process of cultural practices and the only way to put the essence of multicultural education into effect is to do practice whatever the theories or issues involved. If school teachers are able to uncover the power structure and ideology inside the c1assroom, the effect of cultural hegemony wouldn't go so smoothly. lt has the exact meaning of putting multicultural education into practice.