An ethnographic case study examined a kindergarten teacher's efforts to promote multicultural literacy learning in her own classroom and school. The teacher taught in a predominantly white, suburban, K-2 elementary school and considered literacy learning as a social process related to community building. The teacher presented her plan for implementing multicultural literacy learning (part of her Master degree project) at a school faculty meeting. Two first-grade teachers, a second-grade teacher, and the ESL teacher expressed interest in participating in a steering committee. Data analysis was ongoing and continuous, using the constant comparative method. Results indicated that: (1) the teacher made classroom changes related to holidays and celebrations, the kinds of literature she read aloud to her students, and interaction with the ESL teacher; (2) other members of the steering committee did not seem interested in actually making changes in their classrooms; (3) the teacher strengthened communication with the parents of all her students, and 25 of 40 families gave classroom presentations; (4) the teacher's successes with parents were not experienced by other members of the committee; and (5) conflicts occurred among the kindergarten staff, the multicultural education committee, and the administration. Findings suggest that the changes were punctuated with culturally related conflict--colleagues did not appear to see a need for understanding the increasingly diverse populations in classrooms. (Contains 24 references.) (RS)