多元文化是一種教育理念，經過課程設計而教導學童熟悉自己的文化，培養自尊、自信，並以相同的態度積極對待其他文化，消除個人隱而未現、無法察覺的偏見和歧視。因此，教師必須具備批判性與反省性，才能在日復一日的教學活動中覺知並實現自我多元文化教育的意涵。 本研究使用單一個案研究，進入現場並且貼近教育實務工作者，探究該位幼稚園教師具備多元文化教育之態度，其目的在於了解這位幼稚園教師面對半數幼兒爲新住民子女所呈現的多元文化教育之觀點，並探討影響教師之因素，期能發掘幼稚園教師對於多元文化教育所必須具備的素養，以提供教育現場工作者、園所主管以及決策者具體、實用之參考。

The purpose of this case study is to investigate how a pre-school teacher's perspectives practice on multicultural education, specifically for new immigrants' children in Taiwan that increase rapidly over the previous decade. For achieving the purpose, this study conducted an in-depth interview with one pre-school teacher for data collection. The author used thematic analysis to compile and analyze all materials, as well as the correlation literature. The study reveals the following findings: 1. traditional cognitive teaching is more important than practice multicultural education curriculum in a multicultural classroom 2. every child should be respected by adults 3. new immigratory children can't adapt themselves to kindergarten in the beginning 4. the activities in school can improve teachers and parents interacting and communicating 5. the characteristics of a teacher effect his/her perspectives on multicultural education It's still limited on multicultural education in Taiwan; we should enhance teacher education on multiculture to keep up with the wave of new immigratory children in schools.