This study focuses on three questions: (1) What are the perceptions of teacher educators regarding five education approaches titled: "Educational Equality,""Cultural Understanding,""Individual Development,""Power Parity," and "Bilingual/Bicultural Education"? (2) Do variables such as age, race, gender, or professional responsibilities affect the rate of agreement with the five approaches? and (3) Are there differences in the number and type of multicultural course components incorporated into foundations, methods, clinical experiences, and human development courses? Survey respondents were selected faculty in 44 accredited teacher education programs. Statistically significant differences in perceptions were found by race and gender, by academic area, and in the number and type of multicultural practices incorporated into courses. It was concluded that, even among teacher educators with professed interest and experience in multicultural teaching, there are differences in their perceptions about this concept, and that few faculty possess the necessary skills to effectively incorporate multicultural components into their courses. Appended are the institutional and faculty questionnaires, coded perceptions statements, and a list of multicultural education practices frequencies. (Author/JD)