As the world becomes more global, the rapidly changing Korean society is faced by defiance of multicultural society. Government ministries try to institutionalize transition to multicultural society and establish curriculum of multicultural education supposed educational alternative. Multicultural education of the actual education, however, is realized not a subject of debate any more. Because the students of racial, cultual and socioeconomic backgrounds exist in the classroom. In other words, establishing a proper curriculum of multicultural education is important, but understanding properly teachers’ perception, who practice this curriculum, is more important. The objective of this study is to investigate how elementary school teachers’ understand and think about multicultural education. Q-methodologe by W. Stephenson was used for analysis as it is appropriate and objective enough to deduce a prototype of the general attitude and subjective perception about multicultural education. Q-method was applied to explore the perceptions held by 30 teachers and five perspectives were found out. The fist perspective was labeled the assimilation-oriented type. Teacher who hold this view think that muticultural education’ objective is to assimilate the minority students into Korean culture. To achieve this goal teachers should help them to be adapted successfully to Korean culture by teaching essential knowledge. The second perspective was labeled the human relations-oriented type. Teachers sharing this perspective are up and coming to hold cultural contacting activities. Because they think that muticultural education’ objective is that the students who have different culture keep up harmonious relationships by understanding each other. The third perspective was labeled the culture-oriented type. Teacher who hold this view think that the diversity of culture articulate to overall muticultural education. They think that the student participate in social activities cultual without being divested cultural identity. The forth perspective was labeled the social action-oriented type. Teachers holding this view place emphasis on the social action and participation. They think that muticultural education should teach social problems, controversial issue, human rights and critical thinking to student. The fifth perspective was labeled the caring-oriented type. Teachers sharing this perspective think that muticultural education’ objective is that all students care each other on understanding. They think that teacher should respect and care student’ opinion and should lead democratic lesson. Implication of this study on the elementary school teachers’ perception of muticultural education are as follows: First, elementary school teachers have their own viewpoints about muticultural education. That establish the theoretical discussion about muticultural education. Second, it reminds that more studies about muticultural education should be concerned about teachers’ perception. Third, teachers’ subjective perception about muticultural education should be carefully considered in teacher training program. Keywords: muticultural education, perception, Q-method