With its rich potential in multiculturalism that is rooted in its different cultures, ethnicities, and languages, Iran is innately a multilingual and multicultural society. In fact, in such a country, these diversities must be known and respected. On the other hand, educational systems, specifically primary schools, have a paramount role in forming children's attitudes toward living and working efficiently in global atmosphere. Teachers as an inevitable part of educational systems have a crucial job; so, the current research was designed to identify Iranian primary teachers' awareness of multicultural education. This study employed a qualitative approach and phenomenological method, in which the statistical population included all the teachers who were teaching in primary schools in Sanandaj (the capital of Kurdistan province); 12 of these teachers were selected as the final participants based on the theoretical sampling to saturation level. To aggregate data and analyze them, a semi-conducted interview and inductive content analysis were used, respectively. Results showed that Iranian primary school teachers were poorly familiar with multicultural education.
