Multiculturalism is a concept based on the ideal of unity on the basis of race, ethnic structure, language, religion, social class, education, gender, age and other cultural differences. It involves accepting differences in a society without prejudice and living all cultures and differences in harmony and peace. Education is one of the most important tools for the acceptance of the idea of multiculturalism by all individuals in the society. On the other hand, educational environments also have multicultural characteristics since they are often small examples of society. This situation led to the emergence of the concept of multicultural education. Multicultural education is a model that involves equally educating the differences in society. Multicultural education consists of many aspects such as content integration, knowledge construction process, prejudice reduction, equity pedagogy, empowering school culture and social structure, many other purposes such as ethnic and cultural literacy development, personal development, social competence, basic competence. Teachers who will train future generations in order to be able to carry out these dimensions and goals must have certain competence. When examining the general qualifications of the teaching profession published by the Ministry of National Education, it has been stated that teachers should have some multicultural education competencies such as respecting individual and cultural differences, empathy skills, tolerance, cultural issues, effective communication and high-level collaboration. At the same time, when the program of social studies education is examined, it is aimed to gain the values such as empathy, cooperation, awareness of stereotypes and prejudices and values such as justice, peace, sensitivity, respect, friendship, helpfulness and equality. For this reason, it is important to determine the experience, attitudes and competences of preservice teachers in future multicultural classrooms. In this context, the general aim of the study was to examine the multicultural competencies of preservice social studies teachers who will work in the following years and it has sought to answer the following questions: 1. What is the level of the multicultural experience and the attitude and self-efficacy of multicultural education in the context of multicultural competencies of preservice teachers? 2. Is there significant difference among preservice teachers’ multicultural experiences, attitudes and selfefficacy towards multicultural education in terms of a significant difference in term the variables such as gender, age, academic achievement, number of siblings, level of education of the parents, family monthly income level, geographical region where the family lives, and place of residence of the family? 3. Is there a relationship between the multicultural experiences of preservice teachers and their attitudes and self-efficacy towards multicultural education? In the research, survey model of quantitative research methods has been employed. The aim of the study is to determine whether multicultural competencies of preservice social studies teachers are ready for multicultural education environments. For this reason, 4th grade preservice teachers who are about to complete the education process and who are considered to have the potential to graduate as teachers are included in the research. Cluster sampling strategy was used to determine the study group and 591 preservice teachers were reached. The data were obtained by “Multicultural Efficacy Scale” which was developed by Guyton and Wesche (2005) and adapted to Turkish by Akcaoğlu and Arsal (2018). The Multicultural Efficacy Scale is a four-point Likert scale based on self-report and consists of 26 items. It consists of 3 sub-dimensions: experience, attitude and self-efficacy. The Cronbach alpha coefficients of the scale are 0.70 for experience, 0.71 for attitude, and 0.75 for self-efficacy. SPSS 17.0 package program was used to analyze data. Frequency, percentage, arithmetic mean, standard deviation, Mann WhitneyU test, Kruskal Wallis test, and Spearman Brown Row Differences Correlation Coefficient were used in the analysis of the data. At the end of the study, it was found that preservice teachers had moderate level of multicultural experience and self-efficacy and high level of positive multicultural attitude. In addition, it was found that there was a significant difference among teacher preservice teachers’ multicultural experiences in terms of gender, age, number of siblings, and place of residence of the family; that there was a significant difference among preservice teachers’ attitudes towards multicultural education in terms of gender, age, and geographical region where the family lives; that there was a significant difference among preservice teachers’ self-efficacy towards multicultural education in terms of number of siblings and geographical reg