To meet challenges of diversity in classrooms various multicultural teacher education programs to prepare pre-service teachers are introduced with the objective of changing beliefs, attitudes, knowledge base, and pedagogical skills. Studies reporting effectiveness of these programs used measure such as portfolio assessment, interviews, survey and questionnaires, concept mapping, case studies, and dialogue journals. Scare data on generalizable findings exists. Conceptual and methodological issues contributed to lack of generalizable findings. This paper discusses the issues and proposes a model for multicultural teacher education program leading to interorganizational alliances, efficacious practices, generalizable findings, and effective outcomes for all students. (Contains 1 table.)