Political, social and economic chaos and conflicts occurring in Europe have prepared the ground for the start of the modern era since the 18th century. Modernity which was the source of the human systems until a certain period has received some criticism, especially due to the understanding of uniformity. Going beyond the critique of modernity, post-modern paradigm became a kind of "revolt" and determined pluralism, diversity and locality as its touchstone. Similarly "multiculturalism" affected by Post-modernism has also argued that the system brought by modernism should be reformed. In particular, from curriculum to teacher training creation of a structure defending the values such as respect for differences, fair and equal opportunities have been discussed. The main objective of the study is to deal with the policy of "multicultural education" recently discussed and applied especially in the democratic and welfare states in order to manifest the purposes and dimensions of "multicultural education" applied in the world and Turkey. The research was carried out by theoretical methods. In this context, within the purposes of the research, a lot of scientific resources such as local and foreign papers, theses, books, etc. have been reached. These resources were analysed so as to serve the purpose and were evaluated by significant expression. Accordingly, although multicultural education has progressed especially in countries such as Canada and Australia, the majority of which was formed by the migrants, it was found that it is discussed to some extent in countries such as Turkey. Similarly, it was concluded that countries discuss and apply multiculturalism from different perspectives in terms of purposes and dimensions.