The Emporia State University Multicultural/Diversity Project developed a set of assessment instruments and a model evaluation plan to assess multicultural/diversity (MCD) outcomes in teacher education and general education programs. Assessment instruments and techniques were constructed to evaluate the impact of coursework on student attitudes, knowledge, and performance skills. Participants were incoming freshmen, beginning teacher education majors, non-education seniors, and teacher education seniors. Surveys examined four basic issues: the effect of the teacher education program on student attitudes about MCD issues; whether graduating students have the necessary knowledge to function in a diverse classroom/society; whether student teachers are gaining the necessary skills to function in a diverse classroom/society; and the effect of general education programs on students' attitudes and knowledge regarding MCD issues. Students demonstrated moderate attainment of MCD outcomes. Several areas of possible improvement were noted. Implications of this study include identifying and pursuing mechanisms for program change based on faculty discussion of essential knowledge and skills. Recommendations include using a battery of assessments rather than a single assessment when evaluating a program or a student, involving school practitioners in subsequent assessment development and program changes, and making students individually accountable for minimum acceptable performance levels. (SM)