A cognitively oriented psychoeducational model based on appraisal theory is introduced in this paper for helping participants understand each other's subjective experiences in multicultural group work. Psychoeducational groups, originally developed for use in educational settings, stress growth through knowledge. Appraisal theory is a promising area of research in social psychology that attempts to specify the precise links between cognitive evaluations of events and resultant discrete emotions. Such a model is particularly useful in facilitating dialogue among group members about the various ways in which thoughts translate into emotions, and to appreciate the commonalties and differences in these experiences which result from one's cultural and ethnic background. Current research on affective information processing provides intriguing possibilities for multicultural group work because it suggests that once cognitive evaluations are identified, they may be meaningfully understood cross-culturally. Roseman's appraisal model is reviewed. A four-session psychoeducational intervention using appraisal theory for multicultural group counseling is presented. Discussion is augmented by the authors' experiences in using this perspective with counseling groups. (Author/EMK)