Empirical data on the explicit and implicit roles played by staff developers in structuring a multicultural staff development program for teachers are presented in this paper. Methodology involved participant observation; document and content analyses; a teacher survey; and seven interviews with school district administrators, principals, subject area coordinators, staff developers, and teachers in an urban school system implementing a multicultural curriculum program in grades 4-8. Findings indicate that despite institutional and personal barriers, staff developers played significant roles in conducting demonstration lessons, linking curriculum and staff development, and maintaining teacher interest. A paradigm for integrating staff and curriculum development is developed, based on the following recommendations: clearly defined expectations; requirements for multicultural teaching in teacher evaluation; coordination at the state, district, and school levels; provision of long-term fiscal support; and periodic evaluation. One figure illustrating the paradigm is included. Appendices outline the philosophy and goals of multicultural education. (59 references) (LMI)