The purpose of the study is to investigate the status and pronounced effect of multicultural education at Madda Walabu University, Ethiopia. Recently Madda Walabu University and the other universities of Ethiopia are becoming the center of ethnic conflicts. Most of the students and teachers have lower awareness of the concept of multicultural education. Pertinent paradigms such as positivism and interpretivism were entertained. The mixed-method research design was used. In this study questionnaire was gathered from 146 (Male 129 and Female 17) of the university teachers. In-depth interview and focus group discussion were used to collect information from 6 administrative workers and 12 students respectively. The result of the study indicates that there is little practice of multicultural activity in the university. Most of the students and teachers have lower awareness of the concept of multicultural education. The contents are not integrated with the issue of multiculturalism. The curriculum should be integrated with multicultural issues. Moreover the curriculum is not sufficiently favored with the experiences of gender equality. The university has not arranged facilities and means to enable the disabled students. The university should design strategy to increase multicultural education issues and gender experiences.