Globalization and increased diversity within student populations generate a growing impetus toward a multicultural approach to music education. Additionally, the National Standards in Music Education require that students experience the music of other cultures. However, not all multicultural music programs are equivalent in content, depth of study, or quality of execution. This study investigated the extent to which multicultural music is taught in Massachusetts public elementary schools, based upon their location and financial status. The perspectives and teaching strategies of 50 teachers representing urban, suburban, and rural schools were surveyed. The results indicated that the most comprehensive multicultural music programs were found in suburban locations, followed by urban and rural schools. Program funding was an important factor influencing these results. Appendices include: (1) Multicultural Music Survey; (2) Survey Email Cover Letter; and (3) Survey Introduction. (Contains 5 tables.)