Many teachers and educators faced with the task of teaching in a multicultural classroom and subsequently the responsibility of creating an environment that is conducive for all students' learning, are seeking advice from a variety of reliable sources. One such source that may be looked upon in the future to share their insights regarding this subject are the teachers of a culturally diverse middle school in Georgia. This report describes the social contexts of an in-depth interpretative multicultural study that examines the teaching practices of two white middle school science teachers within this school. The document partitions into three sections: section one focuses on a historical and demographic analysis of the contextual levels; section two presents culturally diverse student voices from the study grouped under analytic categories that relate to multicultural considerations; and section three discusses insights resulting from the use of a social contextual framework in conducting multicultural research. (ZWH)