There is a large body of literature that suggests that the increase of cultural diversity in schools should be understood as a call for new teaching approaches that promote multicultural awareness among students and where educators and school leaders exhibit culturally responsive organizational practices, behaviors and attitudes (Assaf, Garza, & Battle, 2010; Madhlangobe & Gordon, 2012; Sleeter, 2001). This naturalistic inquiry explores data from three South Texas educators and leaders with regard to their perceptions of multicultural education. Four key themes are shared: 1. General perceptions and definition of Multicultural Education, 2. Implementation of Multicultural Education, 3. Multicultural Education as a need, and, 4. Benefits of Multicultural Education.