This exploratory qualitative content analysis examined the edTPA portfolios of 36 randomly selected teacher candidates to address a national trend towards standardization and accountability in teacher education in relationship to the critical need for multicultural educators. Using multicultural education as a theoretical framework, this study sought to answer the question: How are perspectives of multicultural education manifested during candidate completion of the edTPA? A stratified random sample of teacher candidates' submitted lesson plans and reflective commentaries were first analyzed using a deductively- and inductively-created coding frame. As a result of this analysis, candidates were ultimately sorted into a continuum of perspectives on multicultural education: hegemonic educators, decontextualized multicultural practitioners, contextualized multicultural practitioners, and intentional multicultural educators. Each of these perspectives is defined and an exemplar case is provided. Trends and patterns for the sample are described as well as implications for educator preparation programs and recommendations for future research. [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.]