The United States population is projected to increase from 249 million in 1990 to 355 million by 2040, with minorities constituting more than half of the total population and a disproportionately large segment of the workforce. With changing demographics and increasing economic globalization, educational institutions will be confronted with reforming their curricula to meet new societal needs by promoting knowledge and understanding of different cultures. This study's purpose was to determine the levels of multicultural education integrated into the general education courses that are requirements for completion of selected degree programs. Further, it was designed to identify the factors that influenced faculty members to include multicultural education into their courses. Levels of integration of multicultural education were determined from faculty interviews and supported by evidence presented in the syllabi, tests, and handouts. Analysis of the interviews provided the factors that motivate faculty members to infuse their classes with multicultural perspectives. It was concluded that the amount of multiculturalism included in the courses vary from none to considerable and is determined by the faculty member's commitment to achieving pluralism. Factors that motivate inclusion of multicultural perspectives are the disciplines, institutional atmosphere, and personal values of the faculty. (Contains 48 references.) (KP)