This article investigates the impact and necessity of multicultural training in administrator-preparation programs, and the extent to which administrators can ensure that teachers honor diversity. The importance of the quality of the administrator's training is emphasized. Dimensions of multicultural education may include content integration, knowledge construction, and the generation of a common or shared culture. The stages of multicultural development can be described as awareness, acceptance, and affirmation. The signs of an administrator's effectiveness include the effort to hire a multicultural staff and faculty, the successful funding of cultural diversity programs, the positive and constructive way in which diversity is respected, and the design of the program as year-long and schoolwide. Four levels of integration of critical pedagogy can be used: the Contributions Approach, the Additive Approach, the Transformational Approach, and the Social Action Approach. Goals can include educational equity, empowerment, cultural pluralism in society, understanding and harmony, expanded knowledge of cultural and ethnic groups, and an informed and inquisitive cultural perspective. Tenets may consist of the eradication of stereotypes and the recognition of no single correct interpretation of history. The typologies of multicultural programs include those that are content-oriented, culturally responsive, student oriented, or oriented to social action. An A to Z list of reminders is offered. (Contains 41 references.) (AUTHOR/RKJ)