It is pointed out that establishing classroom environments enabling students to actively engage in cross-cultural interaction and communication is essential to the success of a culturally pluralistic society. In this examination of an effective multicultural teacher education program it is implied that each institution has the responsibility for retraining faculty in attitudes conducive to cultural integration. Using the Italian American as an example of an ethnic group, five typical negative means of stereotyping are identified: (1) occupation class; (2) custom, religion, and politics; (3) "natural" inclinations; (4) illiteracy, crime, and delinquency within geographical areas; and (5) derogatory characterization. A single course on ethnic culture presented by a member of that particular ethnic group is regarded as limited and nonproductive; instead, an integrative approach is suggested for a complete multicultural curriculum. Each course in such a curriculum could be modified to include multicultural elements. Such considerations as the contributions by individuals from diverse cultural backgrounds, religious, or political affiliations, and persons with divergent personal characteristics or preferences would enrich such a curriculum and provide a wholesome culturally pluralistic environment. (JD)