The purpose of this study is to analyze the structural relationship among formal multicultural education, foreign language ability, multicultural-media, and self-esteem. In order to achieve this objective, this study conducted a questionnaire survey on 628 fifth and sixth grade students at the Daegu metropolitan area. The statistical method employed for data analysis was the structural equation modeling (SEM) method by the AMOS 5.0 program. The goodness of fit was evaluated as appropriate. The findings of the study were as follows: First, formal multicultural education was statistically insignificant, however, it indirectly influenced multicultural awareness by having a strong effect on self-esteem. Second, foreign language ability directly influenced multicultural awareness and also had an indirect effect on multicultural awareness by influencing self-esteem. Third, multicultural media had not only a large effect on multicutural awareness but also directly and indirectly influenced fomal multicultural education, foreign language ability and self-esteem. Forth, self-esteem had a large impact on multicultural awareness, especially since it indirectly influenced multicultural awareness by having effects on formal multicultural education, foreign language ability and multicultural media. In conclusion, teachers should make an effort to develop better curriculum by considering the effects from formal multicultural education, foreign language ability, multicultural media and self-esteem as well as deliberate the structural relationship among them.