Among the diverse requests of children from multicultural families, this study focuses on college entrance. We compared and contrasted the curriculums of three different schools. The characteristics of a curriculum aimed for college are as follows. First, it puts emphasis on reflecting language and cultural diversity of children from multicultural families, especially in of the college entrance systems of Korea: the admission officer system. Second, it is a curriculum considering the learner`s multicultural aspects and requests. It comes from learners` demand of college entrance education, promoting means of language and cultural diversity in order to realize that demand. Third, an alternative curriculum is made up systematically. The contents and emphasis of each detailed curriculum focuses on making multicultural students express their feelings and characteristics and record them. Students will be able to make a plan and record of what they have learned and experienced through a multicultural lens. This sort of curriculum composition is that of Banks`s transformational decision making and social behaviorism approach. Learners’ just rights and requests should be respected and embraced. That is the moral of a society in which diverse people live together and we, as the mainstream group, should deeply contemplate this issue. A curriculum suggested in this aspect should only be directly applied to learners who wish to enter college. The purpose of this study is to suggest a curriculum for individual learners rather than a universal one that can be adapted to the majority. In order to develop a rightfully purposed curriculum, individual schools, consumers and current curriculum aspects should be carefully considered and this requires the efforts of the developer. Furthermore, development of textbooks is definitely in need through diverse research to realize the curriculum in the actual field.