In Canada, the traditional purpose of compulsory, free schooling was to mold ethnic immigrants, enlightening them about the dominant Anglo society. This philosophy continued through the mid-1960s when Canadian immigration was opened to developing nations. At the same time, a change in national perception emphasized the multicultural nature of Canada. This change reflected on expanded view of the world. This paper examines the role of the school principal and schooling in this multicultural society. Principals are in a difficult position that requires multicultural knowledge and an open mind. English as a second language, differences in western and non-western lifestyles, avoidance of ethnic stereotypes, and multicultural curricula are now required subjects for principals. They must not only accept the multicultural philosophy, but guide their staff to this viewpoint. While education is often given high value among immigrants, the various cultural groups do not equally value all components of the curriculum. To the principal falls the task of curricular leadership, particularly through staff development in the multicultural curriculum and through recruitment and retaining of minority teachers. A staff sensitive to the needs, hopes, and aspirations of the multicultural community is recommended as the key to success. This report contains 36 references. (DHP)