The implementation of multicultural teaching in Texas public schools was examined in 28 elementary, 18 junior high, and 17 high schools in southeastern Texas. Questionnaires, sent to 63 teachers enrolled in a graduate course in multicultural education, evaluated learning resources, curriculum development, school environments, and personnel development. All schools were found to have available, but underutilized, instructional materials; 46 schools offered no ethnic courses; most schools failed to use human resources in the community; little attention was given to holidays, events, or personalities of diverse groups; school assemblies, plays, and other activities did not reflect cultural or ethnic diversity; school administrators, counselors, teachers, and librarians were seen to play a vital role in the implementation of multicultural education, but more than two-thirds of the schools failed to provide inservice training to prepare staff to deal with local cultural groups. Recommendations included teacher training programs organized by local districts, increased use of library resources and subscriptions to ethnic magazines, curriculum committees on ethnic studies, use of culturally different resource people, and observation of ethnic festivities. A table reports raw scores of the 16 evaluation questions and the distribution of different responses. (LFL)