Introduction One of the goals of 21st century teacher preparation programs is to prepare teachers to teach democratic education. To successfully teach in a democratic way, teachers will need a positive multicultural perspective. When this phenomenon became known, it pushed the teacher education program to include multicultural education theories and practices. According to previous research, many student teachers have limited understanding of multicultural education or have prejudices and discriminatory attitudes. Many people who hold stereotypical and prejudicial opinions have developed them through media, such as news, movies, or advertisements. This study was conducted to identify whether a media literacy course would have an effect. The survey questions included positive and negative statements about a person's multicultural attitude. Data from both tests were analyzed using the Statistical Package for the Social Sciences (SPSS). The choices were divided into intervals to determine each person's individual attitude/score. The ranges are strongly disagree, disagree, undecided, agree and strongly disagree. To compare the scores of the experimental and control groups, independent and paired samples t-tests were conducted. The independent t-test was used to test whether there was any significance in the mean scores of both groups, and the paired samples t-test compared the pre- and post-test scores to determine whether the differences between the mean scores were significant (Sahin, Celik, and BeligenAfter providing a pre- and post-TMAS test and examining the mean scores of both groups, it was determined that overall the students had a positive multicultural attitude, but after taking the designated courses There was a greater decline in both groups and there was a greater decline in the group that took the Media Literacy course. Since there was a significant decline in multicultural attitudes scores after taking the Media Literacy course, this leaves room for further research into the effects of the course and the significance of declining scores for program quality, one might conclude that education does not always change the way a person feels and that multicultural education and attitudes. multicultural are not related. Finally, it was good news to find that teachers' multicultural attitudes are mostly positive and should be seen as a great start to creating democratic education. However, declining scores after taking some courses should be taken into consideration for a reevaluation of course objectives, materials, and teaching techniques (Sahin, Celik, & Beligen