This investigation was conducted to identify the level of attainment, the degree of sophistication, and the extent to which preservice teachers at Eastern Kentucky University are aware of, understand, appreciate, respect, and value multicultural education. Kentucky recognizes the significance of diversity and includes it in its valued learners outcome. Multicultural education is therefore addressed in a majority of education courses, and embedded in many required courses. A sample consisting of student teachers (N=115) was asked to write a comprehensive definition of multicultural education. A definition adopted by the State Board of Elementary and Secondary Education was analyzed, levels of depth and sophistication were identified, and quality indicators were given a numeric value. Data analysis supported the fact that multicultural education is addressed during preservice teacher education--65 percent of the students are aware of cultural differences compared to 19 percent who know nothing, and 10 percent have some understanding of diversity. While an adequate level of awareness exists, if this is considered in relation to the criteria suggested by the National Council for the Accreditation of Teacher Education, it must be concluded that this level of awareness is not sufficient. To prepare preservice teachers to function effectively in a multicultural society, current efforts need to be improved. (LL)