Globalization and increased diversity within student populations results in a growing impetus toward a multicultural approach to music education. The National Standards in Music Education (MENC, 2010) requires that students experience the music of other cultures; however, not all multicultural music programs are equivalent in content, depth of study, or quality of execution. The purpose of this study was twofold. First, it investigated the quality of multicultural music programs in elementary schools across the United States, taking into consideration various factors which influenced that quality, and second, it described the problems impeding the teaching of multicultural music, as reflected by the amount of resources available to the programs. The responses of 201 teachers representing urban, suburban, and rural schools from the Northeast, South, Mid-West, and West were surveyed; their responses were analyzed to determine their perspectives and teaching strategies in order to construct a comprehensive evaluation of the programs. Quantitative data from survey questions were collected through Zoomerang and descriptive frequencies were generated utilizing SPSS software. In addition, qualitative data were collected through evaluation telephone interviews with 12 teachers. Three respondents from each geographic region were randomly selected to participate. Qualitative data were organized through NVIVO9 software and analyzed by constant comparison, based upon a phenomenological theoretical framework. The interview protocol included general questions regarding multicultural music programs, and six questions specifically designed to elicit in-depth detailed descriptions of first-hand experiences and personal insights from the respondents. The results indicated a mixed review of program quality across the United States. The extent to which multicultural requirements were met, as designated by national standards, differed depending upon geographic location, community type, socioeconomic status, teaching perspective, and other influences. Many teachers expressed dissatisfaction with their programs. Problems impacting multicultural music programs resulted from inadequate financial, material, human, and educational resources and included insufficient funding, time, instruments, materials, and instructional space. The results revealed a great disparity between "Have's" and "Have Not's" programs, referring to those with adequate resources and those lacking support. These results may be used in future research to formulate solutions to the problems impeding the teaching of multicultural music. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]