This paper examines multicultural postsecondary education and provides a framework through which equal learning outcomes can be delivered. The paper begins by clarifying what constitutes multicultural education, defines it, discusses common misconceptions, and examines how the goals of multicultural education have changed over the years. Next, the current goal of multicultural education (attaining equal learning outcomes) is discussed by examining the fundamental conditions upon which it is believed equitable instruction is built: excellence and equity; high expectations; and different instructional treatments. Then, the paper examines the framework for attaining equal learning outcomes by first discussing the areas of educational reform that are considered necessary at the university level in the areas of administrative leadership and resources, faculty involvement and support, and community responsiveness. Finally, an outline is provided of the framework itself which is comprised of faculty development, curriculum reform, program development and assessment, varied instructional methods, and the development of a supportive campus. It is suggested that these components need to be in place at university campuses in order to achieve equitable learning outcomes, but that each component must be developed and implemented by a campus in line with its contextual needs and interests. Contains 23 references. (GLR)