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The key word of the 21st century is “fusion”. Fusion occurs when many different things mingle together to produce a singular outcome. In today’s global era, the future that we must pursue is one where multiple ethnicities from diverse cultures come together as one to create a unified global society. Because today’s students bear the responsibility of the future, it is crucial that they receive multicultural education for the harmonious coexistence of different races. The objective of this study is to explore the possibility of utilizing classical literature for the purpose of middle school multicultural education. In the 2nd chapter we will take a look at the necessity of multicultural education and the significance of classical literature as a part of multicultural education. In the 3rd chapter we will develop teaching methods for multicultural education based on the research on multicultural families conducted by the Southern Ministry of Education and the current census of Young-Won Middle School in Seoul. The 4th chapter goes into the actual application of teaching methods. In this chapter we will give an example of a class that utilized the teaching methods mentioned in chapter 3 and analyze the results and desired future outcome. Compared to other students, children from multicultural families typically have a negative self image of themselves. Their exotic appearance and the estrangement from society that they have experienced throughout their lives cause these students to be confused about their identity. These students receive lower grades due to their incomplete language skills and difficulty understanding Korean culture and as a result they lose confidence and feel anxiety. Korean mainstream culture is incorporated into the current education curriculum. Therefore children of multi- cultural families that come from a minority background and not the homogenous mainstream culture are marginalized in the educational system. Consequently, fun and easy classical literature pieces were chosen for multicultural students as part of the study on understanding multiple cultures. The first step of the study “knowing” is about recognizing the difference in cultures and applies education that focused on learning the Korean language. The second step of the study “feeling” is designed to instill values and a sense of identity in the students through an educational program that is based on reading classical literature. Finally, the third subject of the study “doing” is a practical and active educational program that allows students to experience diverse cultures through various student gatherings. Emphasis was put on step 2 for exploring the various teaching methods of multicultural education using classical literature. Teaching methods utilizing classic literature expends the minds of the students by introducing them to the Korean mentality revealed in the text, enhances the language skills of children from multicultural families, and fosters understanding of Korean values and way of thinking. Just as it is possible to understand the traditional mindset, lifestyle, and methods of expression of a culture through their respective classic texts, it is possible to understand the Korean mindset, lifestyle, and expressions through Korean classic literature. Therefore, it is possible to better the understanding of the diversity of cultures and improve communication between different cultures through studying and comparing Korean classic literature with classic literature from other countries. With this notion as a basis, we can expect students to cultivate a positive sense of identity. Rather than teaching a subject matter directly from a text book, educators must guide students by establishing the subject matter as a basis and elaborating on said subject. When teaching classic literature, it is advisable to select reading materials that are interesting and suitable to the middle school level rather than using the original texts which are much to difficult. Education of classical literature for the understanding of multiple cultures encompasses understanding a cognitive aspect as well as experiencing a definitive aspect. Teaching multicultural education, more importance should be placed on experiencing rather than understanding. Educational activities in the class should be conducted through various methods and discussions that are focused on internalizing the values that are taught in the literature. This study evaluated the current situation of the Southern Ministry of Education and students from multicultural families of Young Won Middle School in Seoul expecting to identify what types of material should be taught to multicultural middle school students using what types of teaching methods. Using these results we were able to come up with and apply an educational program prototype. Through analyzing the current situation of Young Won Middle School’s multicultural students, we were able to categorize the multicultural students and evaluate their language skills. Then we applied an educational program taking into consideration the cultural uniqueness of the student’s family. We were able to educate students in a way that allowed them to understand and imagine the diverse cultures of different countries by making a list of classical literature pieces related to multicultural understanding and identity development, passing the reading material around in class, holding discussion sessions and having the students freely express their insights through writing. We consistently educated students in the reading comprehension, speaking, and listening aspects of the Korean language by giving them reading, debate, and essay writing assignments. The results and the desired future outcome of multi- cultural education are: First of all, we expect to improve the lacking fluency of the Korean Language in multicultural students and significantly improve their basic language skills including communication skills by establishing a Korean language program that employs a fixed reading strategy using fun and easy materials. Secondly, through the classical literature reading program we can alleviate the worries of multicultural learners and give them an opportunity to instill within themselves a sense identity and purpose by assigning them a customized reading materials that are pertinent to the problems they are facing. Thirdly, the educational program for cultural understanding will aid students through student group activities which will help them understand Korean culture and traditions, communicate with peers, and increase their adaptability to real life environment. As a result, multicultural students will have a boost in confidence and will be able to cultivate a proactive and free mentality. Fourthly, we will be able to provide middle school teachers that are contemplating on what and how to teach middle school level multicultural education with specific teaching materials and methods. Lastly, by proposing a specific course of action for multicultural education policies on a school, ministry of education, and national level, we will be able to solve problems within the class room and help prepare for the future of a multicultural society.