This sequential explanatory mixed methods study investigated 24 college and university syllabi for content consisting of multicultural education that used the framework for multicultural education devised by James A. Banks (2006). This framework was used to analyze data collected using descriptive statistics for quantitative phase one. The four categories of multicultural education used were: contributions, additive, transformative and social action as evidence in the data collected in this study. This study provided insights into the implementation of multicultural and diversity knowledge learned from the pre-service undergraduate training received and how it was used in the public classrooms in multiculturally diverse schools. Qualitative narrative inquiry was used for phase two in this research to discover how and what pre-service teachers were taught in their pre-service preparation education courses and followed how they later used or implemented multicultural education pedagogy into their new teaching careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]