The National Council of Teachers of Mathematics (NCTM, 2000) has created a set of standards to reform mathematics teaching procedures to ensure that all students understand mathematics and learn to think mathematically. The standards also require teachers to use strategies that allow all students to reason and communicate mathematically and develop students' abilities to solve problems. In a multicultural classroom, these standards should--and can--be achieved. In such a setting, teachers must incorporate teaching strategies that allow students to develop their mathematics abilities in ways that are cognizant of the backgrounds of their students. Teachers must ensure that their teaching practices encourage all students to succeed. The purpose of this article is to describe research surrounding the concept of culturally-based pedagogy in the mathematics classroom. The author will address the following two questions: (1) What are some of the different beliefs that mathematics students bring to their multicultural classrooms?; and (2) How can teachers make their teaching more inclusive of diverse students? In addition, the author will describe the use of cooperative learning and multiple representation forms as two possible strategies that mathematics educators can use to assure that their teaching meets the needs of a diverse student population.