Few educational issues have created as much polarization as multicultural education. Its history in the United States has been varied and diverse in opinion, policy, and reform. The multicultural overview can be delineated from pluralism, to the intergroup movement, to self-determinism by ethnic groups, to a "new pluralism," to present-day global education perspectives. While some educators have focused on policy and pedagogy, and others have called for the training of multicultural sensitive teachers, one overlooked consideration has been the perceptions of prospective teachers. The perceptions of future minority teachers may be a more accurate indicator of areas worthy of discussion and in which to promote cultural understanding in the classroom. The purpose of this study was to establish a basis for and to initiate the development of a prototype questionnaire for use in designing multicultural curriculum and courses of study. Eighteen minority undergraduates majoring in education provided information on perceptions of their knowledge and experiences in the areas of definitions, ethnic history, development and parental influence, self-assessment, and the degree to which they were most like White Americans in 10 categories including economic conditions, education, religious values, etc. A 35-item questionnaire entitled, "Future Minority Teacher Questionnaire," was developed for the study and is included in the appendix. Results are discussed and presented in tables. Findings reveal that future minority teachers have contrasting knowledge of definitional terms, lack knowledge of Asian history, and have been exposed to traditional developmental experiences. The limitations of the study and the need for further research are discussed. A 41-item bibliography is included. (GEA)