This study used participant observation, student interviews, reflective journals, and discussions with faculty members and administrators to examine multicultural aspects at an historically black college. It reviews three theoretical approaches: (1) the theory of John Ogbu, which classifies minority groups in the United States as either voluntary or involuntary, with African Americans an involuntary minority group; (2) the theory of A. Wade Boykin, which distinguishes the different cultural perspectives of African American students from the traditional educational perspective; and (3) the Harrington-Austin and Dibona theory that holds that many historically black colleges tend to replace the Eurocentric culture for an Afrocentric one instead of exposing students to multicultural perspectives. It notes the need for African American students to achieve bicultural competence and suggests a variety of teaching approaches to this end, including presenting historical information to provide context and models, implementing cooperative rather than individualistic goal structures, emphasizing active rather than passive activities, promoting oral and creative alternatives to written assignments, and exposing students to the experiences of other minorities. (DB)