With record numbers of people migrating around the globe, cultural diversity has become a fact in most developed societies. In the United States, public school classrooms have experienced a rapid growth in cultural and linguistic diversity. As a result, public school teachers seeking to become multicultural educators, might be assisted by qualitative research methodologies which can help them understand cultural phenomena and to develop relevant pedagogies in the classroom. This paper begins the process of elaborating a descriptive multicultural phenomenological research methodology. Ultimately, this paper argues that by employing a descriptive multicultural phenomenology, public school teachers may access the personal meanings of culturally diverse experiences to attain a pedagogically useful perspective on cultural phenomena in the classroom.