The paper begins with the supposition that schools in Great Britain have been given the task of developing an ethos and teaching/learning approaches which may reduce and eradicate racism and other prejudices in education and the wider society. Prejudice is defined and 25 practical initiatives for combatting it through multicultural education are outlined, including the ideas of Stenhouse, Jeffcoate, Banks, and Twitchin and Demuth. Further research is suggested to reduce prejudice and three areas for further study have been identified: personality, social structure, and cultural dimensions of prejudice and racism. Finally, 14 guiding principles are identified to help establish policies for multicultural education by teachers. A three-page select bibliography is included. (JEH)