Fifty-seven children's books of accepted literary worth were evaluated for quantity and quality of multicultural representation. For evaluation, the cultural groups represented in the books were arranged under nine headings: females, age, socioeconomic status, religion, handicaps, ethnic background, regional culture, language, and illustrations. The books were composed of two sets: 32 Newbery Award books from 1950 to 1981, and 25 children's classics ranging from 1697 to 1934 in original publication dates. First the books were read in random order by the researcher. During this reading and evaluation process, an outside person read two books from the first third of the books read and evaluated, two from the middle third, and two from the final third. These outside evaluative findings were then compared with the researcher's to see if a change factor in the evaluative process had occurred. To avoid reader fatigue, the researcher read no more than 1.5 hours without a 10-minute break. Findings showed that books of accepted literary worth did offer quality multicultural representation, though no books met the acceptable criteria levels for all nine categories. Of the 57 books examined, 21 proved acceptable. Broken into sets, 3 of the 25 classics and 19 of the 32 Newbery books were acceptable. The four categories with the highest percentages of acceptable responses were socioeconomic status, females, age, and regional culture. Comparing the two sets of books with one another, the pattern showed that acceptable multicultural representation increased with time--the acceptability percentages being consistently higher for Newbery books than for classics. (HOD)