Art educators, like many other educators born or socialized within the main-stream culture of a society, seldom have an opportunity to identify, question, and challenge their cultural values, beliefs, assumptions, and perspectives because school culture typically reinforces those they learn at home and in their communities (Bush & Simmons, 1990). Globalization, changing demographics, and other socio-economic factors have led to increased diversity in various teaching contexts. Differences in race, ethnicity, gender, age, physical abilities, language, sexual identifications, social class, religion, and political beliefs are making teaching not only more exciting but more challenging as well. Though some educators perceive increasing diversity as a problem (Davis, 1993), the growing number of diverse groups of people in the society and educational institutions has created a demographic imperative to which art educators will have to respond. This article discusses some of the various ways in which multicultural perspectives might be integrated into the art education curriculum. (Contains 4 figures and 4 endnotes.)