The aim of present study is to reveal the actual state of multicultural personality development in college students, based on a specially selected diagnostic inventory. The problem of multicultural personality development on the level of present pedagogics development allows taking the leading methodologic theories and approaches as the bases. These theories and approaches include personality-oriented, activity and system-integrative approaches, L.S. Vygotsky's cultural-historical theory, theory of education humanization and humanitarian orientation, theory of multicultural education, as well as creative and competence approaches. We consider the systemic approach as the priority in generalization of these approaches, because it represents the system-generating factor, which directs towards merging the common and the integral in their unity. Thus, from the systemic perspective we perceive an object (an event, a process or relations) not as summarized parts, but as something integral; moreover, we do not isolate the studied objects and do not look at them as at autonomous units; first of all, we study relationships and interactions of various components of the present whole and its relationships with the environment in order to find a way to sort and systematize the above-mentioned relationships.