This study examined how small private colleges addressed multicultural issues within teacher education. Data came from colleges and universities belonging to the Coalition for Christian Colleges and Universities. A survey of all 90 Coalition education department chairpersons examined: (1) structure and content of courses and field experiences relating to multicultural education; (2) ways that faculty had been supported in developing greater understanding of multicultural education and in developing effective multicultural teacher education programs; (3) factors inhibiting the development; and (4) future goals. The surveys also collected data on college and department size, location, and student body composition. A survey of 235 faculty members had similar questions relating to supports, inhibitors, and multicultural education goals. It included items regarding beliefs about multicultural teacher education, actual course content, and teaching practices. Data analysis indicated that there was great variety in how multiculturalism was addressed. Less than half the departments required courses in multicultural education, though nearly three-quarters integrated it into other subjects. Nearly three-quarters of participating departments addressed multiculturalism in their philosophy statements. Most respondents relied on professional development to learn about multiculturalism. Deterrents to effective multicultural education included lack of minority faculty, lack of time for gaining expertise, lack of funding, and lack of minority students. (Contains 19 tables and 11 references.) (SM)