Teacher education has long been criticized for the absence of a theoretical base. From a multicultural perspective, this dilemma has created an untenable situation because it calls into question the effectiveness of the training teachers receive in this area. This paper consists of a three-part discussion and explores possible foundations for a theoretical framework for multicultural education in teacher education programs. The discussion focuses on: (1) the recent history of multicultural teacher education including perspectives of the National Council for the Accreditation of Teacher Education, the American Association of Colleges for Teacher Education commission, and the National Council for the Social Studies; (2) research literature wherein cognitive developmental theory has been used as a framework for teacher education in general and multicultural education in particular; and (3) ways in which teacher concerns might be merged with research in cognitive development to form a theoretical base for multicultural teacher education. The Multicultural Teaching Concerns Survey, an instrument developed to explore types of concerns teachers have about working in pluralistic school settings, is introduced. (Contains 29 selected references.) (LL)