The author establishes a conceptual framework for multicultural education, presents a rationale for teacher educator involvement in the movement, and provides a summary of surveys conducted by the American Association of Colleges for Teacher Education (AACTE) on multicultural education for teachers. Multicultural education is viewed as a process through which individuals are exposed to the diversity (ethnic, racial, religious, sexual, etc.) existing in the United States and to the relationship of this diversity to the world. Exposure to diversity is based upon the belief that everyone has the opportunity to support and maintain one or more lifestyles, and the responsibility for maintaining and contributing to the culture that is common to all who live in this country. The rationale for involving teacher educators in multicultural education is based upon, among others, the facts that (1) many have little knowledge of ethnic and racial cultures other than their own, and (2) they have matured in a society that placed little positive value on cultural differences. Findings from the AACTE survey, "Multicultural Teacher Education: Issues Related to NCATE Standards," are discussed. Interpretation of a 1977 AACTE survey is presented, highlighting (1) multicultural education activities of responding institutions, (2) rank order of the desirability of suggested activities, (3) research activities, and (4) roles the AACTE might fill in promoting multicultural education. (MJB)