The paper approaches the issue of educational equity from the perspective of individuals' perceptions of the opportunity available to them and their ability to interact with their world effectively. The proposed model of humanistic behaviorism, with its emphasis on self-efficacy, has special implications for multicultural education. The changing social, environmental conditions with intention to provide more opportunity for those who are traditionally disadvantaged may not result in corresponding equal participation, if the subjective expectancy concerning the personal accessibility to this opportunity is not fostered at the same time. The teacher's role in multicultural settings is a key factor toward the development of students' attitudes about themselves in schools. Goodwill toward students alone may not be sufficient to bring about humane and efficacious interactions, but must be accompanied by responsible, thoughtful strategies, by allowing the student the chance to make the quest for personal control. There exists a reciprocal interactive relationship between teachers' sense of self-efficacy in teaching and motivating the students, students' sense of self-efficacy in their ability to learn, and the general multicultural environmental variable. The development of self-efficacy is contingent upon one's taking personal responsibility for one's teaching or learning. (Author/NEC)