This dissertation started from the concern that in order to realize multicultural education successfully, in-service teacher learning should be considered a significant element. Therefore, I investigated how the South Korean government, regional offices of education, and teachers frame and create discourses about teacher learning for multicultural education. In order to understand their discourses clearly, this dissertation includes three separate studies at each level--the government, a regional office of education, and teachers. In the first study, I examined the government documents about multicultural education, especially discourses related to teacher learning and PD programs. Using Critical Discourse Analysis, I attempted to answer questions about the government's aims for teacher learning about multicultural education, and how the discourses show the mainstreams' power and social structure for teacher PD. Under the framework of Multicultural Teacher Education, the findings showed that the government has focused primarily on teacher knowledge about and proper attitude for multicultural education and students. Also, the discourses from the government revealed that the teacher PD policies are also the part of maintaining society's power and culture. The second study was conducted to see the discourse from a regional office of education in order to answer the question, how teacher capacities and practices are discussed and utilized in PD programs for multicultural education. Using Critical Discourse Analysis under the framework of the Dimensions of Multicultural Education, the results of this study showed that the PD programs were giving information about multicultural education to a specific population of teachers, especially multicultural education teachers in each school. Therefore, the programs did not cover teaching practices that are crucially important for teachers to educate multicultural students in their own classrooms. The final study was to listen to teachers' voices about multicultural PD programs using phenomenological interviews. With their own experiences about PD programs, teachers shared that they were not satisfied with the programs they have participated in so far, and what they have learned was apart from their school context. So teachers were having difficulties in teaching multicultural students since the PD programs they attended were not applicable to their situations. Mostly, teachers felt that multicultural education is another part of administrative work. Also, even though teachers said that they could have changed their belief and awareness toward multicultural students, they still look at multicultural students from the dominant perspective that assumes students should assimilated into the larger society. In conclusion, the three studies uncover the discourses around multicultural PD from the different levels of education. The results show that teacher learning for multicultural education was treated separately from teaching practices. Moreover, multicultural education was considered a part of administration, so that it was a duty for multicultural education teachers in each school. The three studies have implications for understanding the current phenomena around multicultural PD and developing PD programs for in-service teachers to teach multicultural students effectively. [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.]