The purpose of this study is twofold. The first objective is to develop a valid and reliable measurement tool for measuring the attitudes and opinions of classroom teachers regarding multiculturalism. The second one is to study the classroom teachers' attitudes and opinions towards multiculturalism in terms of gender, socio-economic and devoutness variables. A literature study has been conducted during the development of the scale and the identified features have been itemized and added to the item pool. By the end of this process, 71 items have been created. The items were then evaluated by two expert academics, and after having been arranged in line with the feedbacks and suggestions, they were applied to 201 classroom teachers who were studying at the Faculty of Education of Usak University. The reliability coefficient of the scale was calculated as 0.953. After having eliminated the items whose item-total correlation were below 0.35, a 6 dimensional 32-item scale has been created as a result of the exploratory factor analysis. The obtained data was then applied to a Confirmatory Factor Analysis. As a result of the analysis, a model, based on two main dimensions and consisting of 3 sub dimensions, has been developed. When the compatibility indices were examined, the model was found to be acceptable. Therefore, under the light of the obtained data, it was concluded that the scale was valid and reliable. As a result of the study, it was established that the classroom teacher candidates had a positive attitude towards multiculturalism. It was observed that the students had sufficient knowledge and awareness regarding multiculturalism, yet the behavioral reflection of such knowledge and awareness was not satisfactory. In general, the lowest average was found in the "personal expectation" dimension. Moreover, significant correlations, albeit at a low level, were encountered between some of the variables and multiculturalism.