Multicultural education relates to the infusion of all cultures into the current standard curriculum. Culture consists of ways of thinking, values, reactions to problems and situations, and many other things. Deep culture refers to the features that are not visible. The deep culture of a group explores intrinsic and subtle features. This paper provides a discussion on national research, studies, and opinions on the teaching of multicultural courses. It states that the teaching of diversity should be contextual as themes should be addressed from multiple perspectives to gain a fullness of the concept. In order to achieve success at implementing diversity within the curriculum, each community college must analyze demographics, describe influences and challenges and evaluate its commitment to access, quality, and diversity. For a multicultural climate to exist, faculty and administration must participate proactively in the academic life of the community college. Also, students must be given a voice in the assessment process. The paper discusses the challenges of multiculturalism for college instruction, such as devising and implementing cultural activities that give appropriate acknowledgement of all people and places that are significant to the content at hand, and for instructors to be sensitive to different learning styles in their classroom. Contains 11 references. (VWC)