Once thought of largely as a sideline issue, multiculturalism is fast becoming a major topic on the central stage of psychology and practice. That cultural factors permeate the whole of psychological foundations and influence the manner in which the very scope of practice is shaped is undeniable. The rapidly changing face of the U.S. population will only ensure that more and more attention is paid to understanding the dynamic interplay between culture and behavior that forms the core of multiculturalism. Nowhere is this process more evident than in school psychology where another critical component, learning, is brought into the already complicated mix. In the articles contained in this special publication, the various authors attempt to illuminate this process by providing discussions and examples of the profound effect that culture has in the context of school-related psychological endeavors, such as consultation, counseling, and evaluation. They include theoretical considerations regarding evidence-based interventions (Ingraham & Oka, this volume) and assessment (Hitchcock, Sarkar, Nastasi, Burkholder, Varjas & Jayasena, this volume), as well as applied considerations that range from instructional consultation (Lopez, this volume), system/community interventions (Hatzichristou, Lampropoulou & Lykitsakou, this volume), and bullying intervention (Varjas, Meyers, Henrich, Graybill, Dew, Marshall, Williams, Skoczylas & Avant, this volume), to home-school partnerships (Vazquez-Nuttall, Li & Kaplan, this volume). Clearly, the purpose of this special collection is to advance the somewhat limited research and knowledge-base related to multiculturalism. To that end, these articles are discussed critically with emphasis on both thematic elements that assist in illuminating the dynamics and processes that underlie multicultural school psychology and the various implications for the practice of school psychology with culturally diverse populations.