This paper examines the meaning of multicultural education as a means of insuring that students feel comfortable in more than one cultural context. It outlines stages of child development and theories of learning behavior, especially as they relate to the development of cultural and racial attitudes. This paper examines behavioral development in terms of Maslow's hierarchy of needs and discusses cultural biases in curriculum, teaching methods, materials, and educators' assessments. This document also summarizes practical implications, suggesting that teachers do the following: review child development materials; examine all materials for cultural and racial biases and stereotypes; reflect on their own values, stereotypes and prejudices; attempt to accommodate different learning styles and background experiences with a flexible format; incorporate concepts from the child's background in activities; and use props and costumes resembling a variety of cultural environments. This document stresses sensitivity in dealing with multicultural education and ethnic students. It urges teachers to adapt educational materials and curriculum to the individual needs of children and to build on the background experiences of all children in teaching about people of other countries. This paper includes a list of expectations describing characteristics that would be evident in a school in which the staff was aware of the practical implications of multicultural, anti-racist education. This paper also includes a series of questions designed to help teachers formulate a base for understanding the learning needs of children from a variety of ethnocultural backgrounds. (TES)