This article focuses on the development of future preschool teachers' critical awareness through the introduction of two 'new' subjects - intercultural education and media education - in the curriculum of an early childhood department in Greece. The current social and political context, the structure of preschool teachers' training in Greece and the design and evaluation of the operation of these courses that are designed to raise students' critical awareness are discussed. Particular attention is given to students' resistance to the specific issues taught, which appears to result from their personal beliefs and the institutional inertia of the education system. (author abstract)