Addressing the issue of desegregation and its implications for cultural pluralism in the school curriculum, this report states that it is in the desegregated setting that the institution through its officials, staff, and curriculum can interact with all children in a manner which demonstrates respect for student and his heritage, recognizes the needs of students, facilitates the acquisition of survival skills, and encourages individual and group problem solving to improve conditions of life for all persons. A brief discussion focusing on the rationale for cultural pluralism in the school curriculum provides comments by persons who have researched school curricula and found them inadequate relative to their treatment of Third World people. A listing of what some state groups are doing about cultural pluralism is provided. A series of recommendations for developing a curriculum that speaks to the realities of cultural pluralism are listed. In addition to modifying the instructional material, other facets of the school environment that must be present if cultural pluralism is to be realized are noted. Some of the possible strategies that the educational units or institutions might employ in institutionalizing the recommendations are delineated. (Author/AM)