The purpose of this present study is to validate a model of cognitive style that takes account of learning in a multicultural environment. The need for such a model is evident in the current trend towards transnational curriculum. Whilst curriculum outcomes may be perceived to be cross cultural, the means by which these are attained is in part a consequence of learner cultural variables. A model of cognitive style based on contemporary theories of learning and in particular individual differences in information processing was developed and modified to account for a range of multicultural variables. Following in depth evaluation of the model by five experts in the area of multicultural education, a revised model was designed. Its implications for multicultural education are discussed.