This monograph analyzes the empirical literature on multicultural teacher education. The first section summarizes the existing literature in general education and points out strengths and weaknesses. Noted are a pervasive lack of answers to many questions and a dearth of empirical research on multicultural preservice teacher education. The paper then proposes an analytic scheme for conducting and assessing empirical efforts in this domain within special education. The scheme has three main dimensions: (1) the foci of teacher education research; (2) the approach to multicultural education embedded in research studies; and (3) the methodological approaches utilized in inquiries. The paper concludes that: it is risky to continue implementing programs in this area that are not informed by empirical evidence; the research to date is minimal and lacks methodological soundness; the existing research fails to adequately describe the models and domains of study involved; there is little focus on description of approaches; the research methodologies and tools used are limited; and the number and types of dependent variables need to be broadened. (Contains 30 references.) (DB)