There has been quite a discourse on multicultural education in Korea with the increase number of migrant workers, international marriage women and North Korean refugees, and their families. As many of them make their own family and have children, the issue for those children became critical in Korean society. Consequently, the major issue for promoting multicultural education became developing educational programs for helping them to adapt themselves to Korean society. However, as the discourse on multicultural education became vigorous, the question on current multicultural education flow in Korea was put on the table. Along with the question, this paper discusses the needs to widen the understanding of multicultural education. Basically, multicultural education is the critical problem-posing of discriminated situation of the minorities in the society and the challenging the majority-centered social institutions and culture. Therefore, it is aimed to create a society where there is no discrimination due to the ethnical, racial, gender, disability, and social class differences and where people can form and integrate their own culture and identity. Given this understanding of multicultural education, this paper sees the needs of broadening the actors of multicultural education from immigrant workers or North Korean refugees to all people who are excluded or marginalized such as people with disabilities and people whose social economical status are low in Korean society. While broadening the actors of multicultural education, there is also needs to incorporate diverse educational approaches. Hence this paper explores the relations between multicultural education and peace education and education for raising nationalistic consciousness from the minority perspectives. First, taking the consideration on peace movement and peace education regarding human rights happened in Korean society, this paper tries to see peace education within the realm of multicultural education. This paper discusses that peace education which is learning for exploration of structural violence and preparation for transformation of the society has its implications on multicultural education. Second, as there are many Korean minorities living in North-East Asian countries, there has been a call for education for raising nationalistic consciousness for Korean people living abroad as the minority. Mostly, in this case, the aim of the education was to learn Korean language and culture for developing national identity of Korean minorities discriminated in different countries and call for enhancing their human rights. This paper focuses on ethnic/racial identities issues in multicultural education, thus it deals with the issue of knowing one’s own culture and developing one’s own identity which is the aim of education for raising nationalistic consciousness. Based on these understanding, the case of“A school”is introduced. Through the educational programs done in“A school”, it is possible to see how peace education and education for raising nationalistic consciousness approaches can be implemented in multicultural contexts. “A school”is the very small school located in the rural area in Korea. This school with more or less 10 students from diverse backgrounds which can be identified as multicultural education actors. The two programs were explored: peace education class as the main curriculum of the school and field trips as educational approaches for education for raising nationalistic consciousness. These two educational programs give the whole idea of how peace education and education for raising nationalistic consciousness is able to make a connection in multicultural contexts and multicultural education. And reflections and limitations of these educational programs were illustrated with some alternative suggestions. Key words: multicultural education, peace edcation, education for raising nationalistic consciousness