A survey was conducted at Florida State University's College of Education to determine the status of the instructional aspects of multicultural education and to recommend new directions to insure that multicultural education is adequately addressed in the college's curriculum. The study focused on the extent to which 60 courses addressed sex, race, socioeconomic status, and the handicapped. The rationale for delineating these variables was based on the assumption that, if instruction focused on these topics, it would have a positive effect on all sub-cultural groups. It was found that, within the context of regular instruction, educational implications arising from differences based on sex were treated in all 60 courses. Socioeconomic aspects were given attention in all but one course. Differences related to race were addressed in all but six courses, and the handicapped were considered in 41 courses. Multicultural education was integrated within the regular scope of instruction in the majority of the courses. Lecture and discussion were the most frequently used teaching techniques. The most frequently reported goals of instruction for multicultural education were: (1) strategies for dealing with differences among people; (2) interpersonal skills; (3) evaluative techniques; (4) values clarification; and (5) cultural dynamics. Six recommendations for improving and strengthening the existing multicultural aspects of the program are included in this report. (JD)