In this chapter we explore how critical models of professional learning facilitate authentic engagement with multicultural education in a group of international schools in Hong Kong. The national, cultural and ethnic diversity of international school students is often used to evidence a strong model of multicultural education. However, claims to ‘global citizenship’ and inclusivity rest in tension with the colonial past and complex present of international school practice. Our contention in this chapter is that teachers must be equipped with appropriately complex conceptual tools in order for authentic and critical engagement with multicultural education to take place in international schools. Through the concept of intellectual wellbeing, we explore reflections from professional learning discussions where teachers engage with questions of decolonisation, white privilege, and cultural complexity. We argue that challenging professional learning experiences encourage a form of intellectual wellbeing that is not based on contentment or consensus, but rather on a thoughtful and uncomfortable engagement with teachers’ own positionings in the political economy of multicultural education.