Children bring a variety of cultural, linguistic, and social backgrounds into the preschool classroom. When teachers consider these backgrounds, they are better able to create environments that reflect children's cultures and to design learning experiences that build on children's prior experiences. This qualitative study examined how children's cultural backgrounds are reflected in Head Start classrooms from teachers' perspectives. The study was an extension of the researchers' previous investigation examining how families of diverse cultural backgrounds viewed their children's experiences in Head Start. The diverse backgrounds of the investigators and their interest in qualitative research have been the catalyst for the research. A sample of seven teacher participants was recruited. The investigators contacted the teachers to explain the observation and interview process; each teacher agreed to participate in the study. All teachers were female. One teacher was Hispanic, two were African American, and four were Caucasian. Investigators developed an observation and an interview protocol for the systematic gathering of data. Data analysis occurred after all observations and interviews were conducted. Data were analyzed through coding and recoding observation notes and interview transcriptions. Three themes emerged from the data analysis: influence of children's interest and development on curriculum, reflection of diversity within the physical environment, and communication between teacher and families.