The aim of this study study is to examine the relationship between critical thinking dispositions of prospective teachers and their attitudes toward multicultural education. Relational survey model was used in the study. The population of the study consists of prospective teachers studying in the Faculty of Education at Cukurova University. The sample of the study is composed of 451 prospective teachers selected by simple random method. Personal information form, The Scale of Critical Thinking adapted into Turkish by Demirciolu (2012) and 'The Scale of Attitude Towards Multicultural Education for Prospective Teachers (OCKET)' which was developed by Yavuz and Anil (2010) were used. For the data analysis, descriptive statistics, multivariate analysis of variance (MANOVA), Pearson's product-moment correlation analysis and multiple linear regression analysis were used. The results of the study show that prospective teachers express their opinions as "agree" regarding critical thinking disposition and attitude towards multicultural education scales. Whereas critical thinking dispositions of the prospective teachers differ significantly in terms of gender, it does not show any significant difference depending upon grade and department. Their attitudes toward multicultural education showed no significant difference in terms of gender and department while there was a significant difference depending on grade. It was determined that there is a low level of positive relationship between the scores of critical thinking dispositions prospective teachers and their attitudes towards multicultural education. Moreover, it was observed that the sub-dimensions of critical thinking disposition scale such as cognitive maturity, engagement and innovation have a significant relationship with the scales of attitude towards multicultural education, and about 10% of the attitudes toward multicultural education can be explained with these three variables together.