The purpose of this study is to determine teachers’ experience, multicultural efficacy, and attitude levels concerning refugee students. The study group consists of 107 teachers working in six schools (elementary schools, middle schools, and high schools) that were chosen from among schools located in Sivas city center and containing the biggest number of refugee students in the 2017-2018 academic year. The study employed “The Multicultural Efficacy Scale (MES)”, adapted to Turkish by Akçaoğlu and Arsal (2018). MES has three sub-dimensions: experience, attitude, and multicultural efficacy. It has 25 items in total, five of which are about experience, four about attitude, and 16 about multicultural efficacy. The study both determined the teachers’ experience, competence and attitude levels concerning refugee students and revealed whether such levels differed by teacher’s branch and teacher’s gender and professional seniority. The arithmetic means of the scores obtained by the teachers from the scale, the teachers were determined to have low perceptions of multicultural efficacy in education. Another remarkable result of the study is that the participating students’ perceptions concerning refugee students did not significantly differ by teacher’s branch in the experience and efficacy sub-dimensions and in the entire scale, but there was a significant difference in favor of elementary school teachers in the attitude sub-dimension. It can be said that the participating teachers’ perceptions concerning refugee children did not differ significantly according to teacher’s gender. Similarly, it was found that the teachers’ perceptions concerning refugee children did not differ significantly by professional seniority.