The purpose of this research was twofold: to explore students' thoughts of diversity in the U.S. and to determine how participation in a mathematics multicultural education activity affects student metacognition. The specific research questions for this study were: (1) How does participation in a multicultural education activity change middle students' metacognition and their view of diversity? (2) How do middle school students' conceptual understandings of diversity differ by gender, race/ethnicity, and socio-economic class following their participation in multicultural education activity? A sample population of 81 students drawn from five 6th to 8th grade mathematics classes (total population of approximately 150 students) in a rural middle school in Indiana participated in this study. The study provides support for the inclusion of a multicultural activity in middle school mathematics and promotes culturally-responsive pedagogies. The work shows that students involved in a mathematics based multicultural activity were able to develop metacognition and diversity awareness, and through the activity, students developed a greater appreciation for working with others from a different background. From this data, the authors conclude that the use of mathematics multicultural activities enhances the confidence of the student, while developing greater cultural awareness. (Contains 4 tables and 3 figures.)