The objective of this study was to examine the attitudes teachers hold and the awareness they have about multicultural education as well as the degree to which they practice it in the classroom settings. It also aimed at investigating the correlations between awareness, atlitude and practice. In addition, it also assesses whether there were variations in awareness, attitude and practice ofteachers due to gender, year ofservice and training orientation or not. The data were collected from 42 teachers and 3 school principals at Gulile sub-city of Addis Ababa city Administration in three primary schools. Stratified random sampling was applied in selecting the sample teachers. Mean, standard deviation, t-test, correlation and regression were employed to analyze the collected data. The results revealed that teachers heldpositive attitude towards MCE and the majority of them (85.67%) have moderately aware of MC£. Besides, significant attitudinal variations were found due to gender difference (females show more positive attitude on MCE than males) . While there were no significant variations in awareness due to these three categories (gender, years ofservice, training orientation). Regarding their classroom practice: (40%) are poorly competent, (30%) satisfactorily competent, and (30%) were highly competent in performing classroom instruction from MC? In addition, less experienced teachers shuwed relatively better performance on their classroom practice from MC? Furthermore, the analysis results showed that there were significant correlation between awareness and attitude. But, there was no significant correlation found between attitude and practice as well as awareness and practice in MC? Finally, conclusions and suggestions were made in light ofthe finding.

A Thesis submitted in partial fulfillment of the requirements for the degree of master of education in Curriculum studies and Teachers education.