The population of multiracial youth in the United States is expected to grow in the coming decades (exceeding 11% by 2060). In this article, we aim to convince child development researchers who do not usually examine race and ethnicity in their work to consider multiracial youth. We describe ways in which youth from more than one racial background might have common developmental experiences. First, we present rationale for considering multiracial youth as their own numerical minority group. Then, we provide several illustrative examples demonstrating how studying multiracial youth might provide added insight about three interrelated areas: ethnic/racial identity development, social-cognitive development, and peer interactions. We also offer guidance on collecting information about children and adolescents' multiracial status. We conclude by offering suggestions for researchers who seek to include multiracial youth in their work. [This paper will be published in "Child Development Perspectives."]