This paper looks at the role of languages in multicultural education in Australia. Despite numerous supportive statements, the reality is shown to be that the teaching of community languages has not significantly increased Australia-wide and that the language teaching system has not significantly changed to meet the new needs. It is shown that multicultural education based solely around culture teaching must fail, that language learning must be seen as an essential part of culture teaching, and that it is the principal component of the education system that most successfully meets the needs of multicultural education, especially in the area of favorable cross-cultural attitude development. If language teaching is to meet these needs, it must be re-thought. Reference is made to some of the ways in which methodology must be changed to develop worthwhile skills and to effect favorable attitude change. Consideration is given to the proposition that a moratorium should be placed on further educational developments for multiculturalism and the suggestion that the "fad" of multiculturalism of the 1970s should be allowed to pass. Such views are shown to be wholly unacceptable. Rather than allowing the emphasis on multiculturalism to decline, what is required is that policies and their implementation be thought out more rationally and systematically. (Author)