<![CDATA[In the context of education, teachers play a critical and decisive role in the educational process. It is expected that multiculturalism and an awareness of its values should be integral to a teacher’s approach. Teachers must possess multicultural awareness and competence, essential for promoting multiculturalism within society, particularly for teachers of Islamic Religious Education (PAI). PAI teachers are expected to embody and model multicultural behavior so that religion becomes a guiding force in the development of multiculturalism within the community. This article examines the multicultural behavior of PAI teachers in the school environment as a normative foundation for the development of multicultural education in schools. This study employs a qualitative approach, specifically a case study focusing on PAI teachers in the Mojokerto district. Data was collected through interviews, observation, and documentation, which were then analyzed and validated. The results of this study indicate that the multicultural behavior of PAI teachers is rooted in several factors: behavior motivated by feelings, behavior based on habits, behavior guided by ethics, norms, and values, behavior driven by goals, and dialogical multiculturalism.]]>
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