This study attempts to identify qualitative differences in how four teachers in an urban, multicultural high school think about classroom events based on their differing conceptions of multicultural education. Research methods are described including the coding scheme developed to analyze and compare the teachers. Results indicate that, with respect to attributions and principles of practice, these teachers do differ and that their thinking about multicultural education is a factor that contributes to this difference. Findings hint that, to the degree that a teacher's conception of multicultural education becomes more sophisticated, the number and kind of attributions increase, which results in more complex thinking.
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