The purpose of this qualitative descriptive study was to explore the perceptions of justice systems students in the Midwest regarding the need for multicultural teaching and learning and preferred course content and pedagogy in undergraduate criminal justice education. Critical Race Theory (CRT) and Marchesani and Adams' Multicultural Teaching and Learning Model informed this study's research questions which asked what perceptions do justice systems students have regarding the need for multicultural teaching and learning in undergraduate criminal justice education, what preferences do justice systems students have regarding course content and multicultural teaching and learning, and what preferences do justice systems students have regarding pedagogy and multicultural teaching and learning in undergraduate criminal justice education. Purposive and snowball sampling helped recruit 15 justice systems students that participated in face-to-face interviews and a focus group. An inductive data analysis approach yielded seven major themes: (1) need to understand different cultures; (2) need to experience different cultures; (3) need to demonstrate different skillsets; (4) must-have course content; (5) missing course content; (6) who and how matters; and, (7) where and how matters. Results indicated that justice systems students perceived a strong need for multicultural teaching and learning in undergraduate criminal justice education but their rationale for its need differed. Participants also preferred a variety of course content and pedagogical approaches to facilitate multicultural teaching and learning in undergraduate criminal justice education. More research is recommended. [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.]