The purpose of this study was to investigate the impact of participation in a multicultural learning community on childcare teacher’s multicultural acceptability and multicultural education competency among childcare teachers. For this purpose, a survey was conducted targeting 41 childcare teachers working in S-si, Gyeonggi-do. ‘Multicultural Acceptability’ and ‘Multicultural Education Competency’ measurements tools were used as research tools, and paired-sample t-test was used for data analysis. As a result of the study, firstly, participation in a multicultural learning community was effective in increasing childcare teachers' multicultural acceptability, and statistically significant differences were found in all subcategories of diversity, relationship, and universality. Secondly, participation in a multicultural learning community was effective in increasing childcare teachers' multicultural education capabilities, and statistically significant differences were found in all subcategories of knowledge, awareness, and skills. Through this study, implications were obtained that continuous participation in multicultural learning communities is effective in order to increase childcare teachers' multicultural acceptability and multicultural education capabilities.