This research was a participatory action research which aimed to develop and study the results of art education teaching and learning management for student teachers to have multicultural competence according to Gay’s (2001) culturally relevant pedagogy with the content integration of Bank and Bank’s (2005) concept. The sample in this research consisted of the stakeholders involved in the research process including lecturers in the course, the head of the Art education program, the head of the Fine and Applied Arts department of the university, Heads of art departments in schools, mentors in schools where students practiced their teaching experience, and alumni who were art teachers in schools. The sample group was selected using purposive sampling method. The research instruments were a semi-structured interview, observations, focus group discussion record forms, and a questionnaire. The qualitative data were analyzed based on content analysis, whereas the quantitative data were statistically analyzed for percentage, mean, and standard deviation. The findings showed that 1. all stakeholder groups participating in the participatory action research process had positive views and positive experiences toward the cultural diversity. They viewed the cultural diversity that students brought to the classroom as a great opportunity for teaching and learning management. Moreover, teaching art education played a great role in promoting understanding, acceptance and respect for cultural differences. The stakeholders believed that the culturally relevant pedagogy should be integrated with the Art Instruction 2 course. The integration should be applied for some related topics in order not to reduce the contents of the original course and new contents could be added in some topics as appropriate. In this regard, the lecturers applied the guideline of teaching and learning management to experiment with students and involved stakeholders, supervised and followed up operations to achieve goals. 2. The results of teaching and learning management after studying had changed in all aspects at a high level. The knowledge aspect had the greatest change, with mean of 3.78, standard deviation of 0.78, and mean difference of 0.59; followed by the skill aspect with mean of 3.85, standard deviation of 0.78, and mean difference of 0.57. There was the least change in the attitude aspect reflecting that students still lacked knowledge and skills in teaching and learning management according to the aforementioned concept. However, students had better knowledge and skills after studying. Furthermore, instructors and student teachers had an understanding of multicultural learners, and a positive attitude towards the diversity of learners. They had to be careful with their speeches, minds and behaviors that could be sensitive to the feeling of the learners; thus, this did not cause bias against each other and they could live together peacefully. In addition, student teachers were able to manage the art teaching and learning in various schools that corresponded to the cultural diversity of the learners.