The absence of a multicultural curriculum has been a major contributing factor to the low achievement and the high school drop-out rate of minority students. It has also contributed to negative teacher attitudes toward these students. A multicultural curriculum can be viewed in two ways by educators: (1) as a necessary evil implemented to appease the vocal minority, and (2) as an attempt to meet the student demand for curriculum relevance. In the second case, a multicultural curriculum has the potential of becoming a viable and exciting concept. This scholarly discussion indicates that developing a multicultural curriculum requires a change in educators' attitudes, materials, and instructional methodologies. Educators need to examine the nature, the rationale for, and the methods of implementing a multicultural curriculum. These issues are explained. (Author/BS)