This paper reviews statements by the New York State Commissioner of Education, the New York State Board of Regents, and various task forces and committees on the importance of infusing a multicultural perspective into programs of study for New York's schools. The learning outcomes for English language arts presented in these statements call for students to respond sensitively to texts and performances with diverse social, historical, and cultural dimensions. The paper then presents impressions gathered from an investigation of commonly used textbooks in English/language arts at the upper elementary and secondary levels. Methods of presenting multicultural literature include: (1) textbooks devoted to literature from a specific ethnic, racial, or cultural group; (2) collections of writings from many ethnic groups, organized thematically; and (3) inclusion of multicultural literature in standard anthologies. The implications of these initiatives for teacher education programs include, among others: a definition of multiculturalism is needed; an attitudinal survey can clarify students' beliefs and values; students should read widely and share their insights; and prospective teachers must practice their new understandings in a courageous and proactive manner in classrooms. Appendices provide a sequence for multicultural literature study, a five-phase approach with Black literature and with Hispanic literature, a bibliography of multiethnic literature, and an attitudinal survey. (JDD)