New York City sets itself apart from many locations in the USA due to its citizens' unparalleled diversity. The degree to which schools either build upon or suppress the backgrounds of their linguistically and culturally diverse students is dependent on the degree to which they can provide an education that is both bilingual and multicultural. This qualitative study considers the challenges to teaching bilingually "and" multiculturally for Chinese, Haitian Creole, Russian, and Spanish bilingual teachers in New York City. The study considers the challenges specific to each ethnolinguistic group, which are based in their cultural ideologies, transnational histories, immigration experiences, and views of US schools. (Contains 1 table and 4 notes.)