The purpose of this study is to examine pre-service teachers’ perceptions of intercultural sensitivity and multicultural practices ideal for the classes. A mixed method was employed to determine the perceptions of pre-service teachers about intercultural sensitivity and curricular practices about multiculturalism in the classes. The sample of the study consists of 220 students attending a pedagogical teacher-training course. As data collection tools, Intercultural Sensitivity Scale was used in order to collect the quantitative data. The qualitative data of the study was collected through a questionnaire in which there were three open-ended questions elaborating on curricular practices about multiculturalism in the classes. The quantitative data of the study was analyzed through t-test. T-test was used in an attempt to reveal the differences between male and female students about intercultural sensitivity. To analyze the qualitative data, a content analysis was carried out and emerging themes were identified. The quantitative results of this study indicated that there is not a significant difference in the intercultural sensitivity levels of pre-service teachers according to gender, the state of going abroad, having foreign friends and nationality. The qualitative results of the study indicated that intercultural sensitivity levels of pre-service teachers are not at the desired level, which mainly stems from inadaquate multicultural awareness and receiving little or no multicultural education.