Multicultural education includes the design of learning environments according to different cultural characteristics and learners' respectful attitudes towards these characteristics. One of the teachers' expected competencies in multicultural education is recognizing learners' cultural characteristics and being respectful of these during the teaching process. In this manner, examining how institutions that train teachers conduct their activities regarding multiculturalism, and to what extent diversity is considered in these education programs, gain importance. The present study was conducted on Georgia State University's Faculty of Education in order to determine the general structure of the courses that are related with multicultural education, the organization of the teaching process, and how the evaluation processes are structured. Qualitative data analysis was used in the present study. On the basis of the descriptive case study method, document analysis, observation and interview techniques were used. In order to collect data, ten different courses' syllabi were investigated, interviews were conducted with five instructors, and three separate courses offered during the 2011-2012 fall semester were observed. Content analysis was used in order to analyze the data. According to the results, five themes emerged: settlement, importance, goal and content organization, the teaching and learning process, and measurement and evaluation. The findings of the study discovered that the courses were built on awareness, knowledge, and skill competencies in order to help teacher-candidates deal with any difficulties they might face during their work life. Based on instructors' statements, positive changes in students' attitudes towards diversity and different cultural values were found to be the most important gains in these courses.