Like America at large, Kansas sees a divide between a largely white teaching body, and an increasingly diverse student body. Teacher performance assessments have been created to facilitate "good teaching" and high-quality teachers. At the same time, multicultural teaching research indicates that diverse students need more than a single approach and require greater consideration of non-academic factors. The purpose of this critical discourse analysis study is to identify the ways the PPAT assessment embodies multicultural teaching research practices as exhibited through PPAT task requirements and support documents, the "library of examples" samples, as well as the Fort Hays State University student teaching candidate submissions. This study serves as a critical first step to documenting the PPAT's influence on multicultural teaching practice. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]