This paper examines the relationships between multicultural and global education, especially their impact on curriculum, and presents some possibilities for future development. First, definitions are provided and discussed. The paper then goes on to examine multicultural and global education as emerging concepts in schools. Multicultural education appears in programs such as ethnic studies, intergroup studies, and bilingual and bicultural education. Global education often comes under the rubric of area studies or international relations. The curriculum models of James Banks which show how curriculum reform is contributing to the evolution of multicultural and global education in the schools are examined. The relationship between multicultural and global education can be summarized by saying that although each can be represented by a different curriculum model, one develops quite naturally from the other and is compatible with it. The striking similarities between multicultural goals identified by Banks and those of global education proposed by the Global Perspectives Project are examined. Future action steps suggested include the following: (1) discuss with students the many ways in which cultural differences and global issues impinge on our lives; (2) develop a new course, such as environmental studies, and introduce it into the curriculum; and (3) devote an entire school day to a global or cultural theme. (Author/RM)