Newly revised National Curriculum Syllabuses for primary and junior high schools in Taiwan are based upon the political platform which balances the views of different ethnic groups within Taiwan and ideological positions between China and Taiwan. The syllabuses are characterized by the rubric of "Heimat (Indigenous) Education" under the slogan of "Feet on Taiwan, Reminiscence of Mainland China and Eyes on the World" in order to realize Weltanschauung education through fortifying the foothold in Taiwan and embracing China. However, Heimat education is tended to entail controversies of political ideologies. This paper aims to employ multi-cultural perspectives to explore their implications to curriculum design models for Heimat education. Firstly, this paper clarifies related concepts and goals of multi-cultural education, then discuses theoretical and practical curriculum design models for multi-cultural education and finally concludes with some recommendations for practitioners. This paper reaffirms transformational and social action models rather than existing contributions and additive ones. Multi-cultural education can not simply added on, injected into a course of study, nothing like a conglomeration of some distinct subjects, but also as a part of the ethos and atmosphere of the classroom and school and must inform the attitudes of the teachers and pupils. A more closely defined subject approach as Heimat education subjects take is vulnerable to the charges of political preferences and biases. Multi-cultural education is "education for all", which permeates the entire school curriculum.