Bernstein (1971) claims that a curriculum defines what valid knowledge is. A question to be asked in accordance with this then is: what is defined as “valid knowledge” in the teacher education curriculum in Sweden? The governmental bill of 1999/2000:135 states that teacher education will educate teachers to encounter a multicultural school and a society characterized by diversity. What traces of multiculturalism are visible in the curriculum? What perspectives on multiculturalism might teachers of tomorrow thereby receive in their education? The purpose of our study has been to uncover multicultural discourses in the course syllabi in “the general area of education”, AUO, in teacher education. In the study, 177 course syllabi from 22 universities in Sweden were scrutinized. Multiculturalism, according to our interpretation, is not only a question of ethnicity and nationality or religion but also of class. One of our main results has shown that the multicultural discourse is formed on the basis of a monocultural perspective, i e Swedish and middleclass. Culture, irrespective of being about class or ethnicity, is “talked about” as a feature belonging to the Other both on an individual and collective level. Previous research into educational contexts reveals similar findings (for example Gundara, 2005; Lahdenperä, 1997; Sjögren, 2001). Our findings also show that the multicultural discourse is characterized by deficits. In syllabi, issues of ethnicity/nationality and multilingualism are expressed as if they were issues of functional disorder. Pupils when being categorized as “not Swedish”, for example, are seen as having certain characteristics that will disenable them from learning. Their culture affects the pupils’ capacity for learning and teacher students have to learn about the Others’ background. In what follows an introduction to teacher education in Sweden, a presentation of how this study was carried out and a closer analysis of its results will be provided. The concluding section will include a short discussion of the possible pedagogical consequences that this may entail.