The purpose of this study is to explore what changes can be made through multicultural contact and cultural diversity experiences in Study Abroad Program. In-depth interviews conducted with 4 teachers were studying at the graduate school in the United States. They reveal that all of the teachers never took a course on multicultural education during their pre-service teacher education and in-service training. Also, teachers with no experiences of having student with multicultural backgrounds. The results of this study can be summarized as follows: ‘Reflective self-examination on multicultural beliefs’, ‘Reflective self-examination on understanding of multicultural education’, and ‘Changes of diverse sensitivity and culturally responsive attitude’. By listening to the discourses of the individual teachers, it can be possible to understand the meaning of multicultural contact experiences in teacher multicultural education. Based on the results, this study has suggested that pre-service and in-service teacher training programs should include theoretical and practical application for multicultural education at the same time because the theory courses have only their limitations.