This paper discusses the use of multicultural materials from an integrated social studies and language arts curriculum to enhance the self-worth of rural at-risk students. The premise is that the use of this model will strengthen the positive correlation between self-concept and school achievement, thereby reducing risk factors. Theories of self-concept that support a multicultural approach include those of Carl Rogers, Abraham Maslow, and Combs and Snygg. The basic characteristics of at-risk students are outlined, including poor socioeconomic class; residence in small, rural communities; poor family relationships; little or no parental involvement in education; and problems at school. Minority students also must deal with factors unique to their minority status. This paper suggests that the most positive approach to multicultural education is to teach a true common-culture curriculum that includes the contributions of minorities and other cultures, with special attention being paid to cultures of the student population. Suggestions for implementing a cooperative learning approach include allowing for interaction and hands-on activities in group settings, using social studies as the content area and language arts as the vehicle for learning, and recognizing that each culture is an entity and has an intrinsic value of its own. (LP)