Current graduate programs employ many effective teaching methods. One of these methods, using experiential learning activities (Lee & Caffarella, 1994) in class, includes the subcomponents of cooperative learning, self-directed learning, and active learning. While these methods are commonly used, not much scholarly literature has examined the perceptions of graduate faculty regarding the methods' usefulness. The purpose of this study was to explore graduate professors' perspectives in using experiential learning activities in a multicultural classroom setting. This study used classroom observations, interview questions, and the review of course documents as the three main research instruments to discover and understand professors' viewpoints on experiential learning activities. The study found that professors' teaching activities should (a) be well planned, (b) use multiple activities for different subject teaching and learning, (c) involve a positive climate with good teaching attitudes, and (d) include multiple opportunities for sharing the experiences of both professors and students. The research offers a synthesis model for effective teaching of graduate students in multicultural classroom settings as well as recommendations for teaching international students. The significance of the study lies in understanding professors' perceptions of effective teaching practices in multicultural classrooms and in motivating practitioners to adapt their teaching practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]