Although multicultural citizenship education has been theorized as a goal of social studies, there is a paucity of empirical research to illustrate what actually occurs in diverse schools and classrooms. In this study, I explore two teachers' efforts to integrate multicultural content into the implemented social studies curriculum. Although the various lived experiences of both teachers predisposed them to integrating multicultural content in their social studies classes, the findings of this study indicate that the multicultural content covered in the implemented curriculum is limited and emerged mostly from the textbook. The findings of this study have implications for social studies teachers and professional development programs, curriculum supervisors, and school administrators as they work to improve multicultural citizenship education. (Contains 2 tables and 3 notes.)