The current study has attempted to investigate, and understand the manifestations of multicultural education (MCE) within the teacher education program (TEP). Moreover, it works to understand the threads of MCE, social justice, and equity within the TEP as a whole. Through this phenomenological study, the researcher has attempted to gain an understanding of the organic nature of MCE, through the perspectives of teacher candidates. Through the review of literature, many scholars and researchers made a call to action in understanding the manifestations of MCE, social justice, equity, and agency through the experiences of teacher candidates working within TEPs. Moreover, the literature expressed a need to investigate the threads of MCE within TEP, and understand what, if anything, is being done to ensure that teacher candidates are facilitated throughout their journey of learning and implementing MCE in their future classrooms. Findings from this study included a need for fluidity, and support at all levels of the teacher education program in terms of multicultural education. Moreover, findings showed a desire, from teacher candidates, to obtain implementation techniques or strategies to do MCE in their future classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]