The globalized world we live in has forced institutions of higher education and of teacher education to deal with different aspects of diversity. More and more institution have become involved in creating programs geared at promoting multiculturalism on campus, as well as in changing the curriculum in order to make it more relevant to students who have to be prepared to live and work in a multicultural society. Previous research has shown the importance of using diverse assessment techniques in order to make sure that the programs meet the needs of the faculty and of the students who take part in developing and teaching courses on this subject both at the undergraduate and at the graduate level (Krishnamurthi, 2003, Levitan & Wolf, 1994, Brown, 2008). There are many definitions of multiculturalism but the common denominator stresses the importance of a conscious effort to assure that all people, regardless of race, religion, gender, etc get equal opportunities to live, study and work in any heterogeneous society. The objective of this paper is to present and examine a model used for the assessment process of the curriculum which has been developed for multicultural education and cultural diversity training by 60 consortium members over a year. The present study focuses specifically on the criteria for choosing this specific model, which borrowed from several models of assessing curriculum reform in the field of multicultural education in teacher education and in higher education. It is important to stress the fact that the curriculum developed by the consortium members does not only affect the institutions that will implement it, but it also has a domino effect because the teachers who are exposed to it will hopefully influence their schools at all levels and thus will have an impact on students of all ages.