The Philippines, a developing Southeast Asian country, is an example of a multicultural country that is composed of 55 ethnic groups that speak 171 dialects across the archipelago. Situating multicultural realities into Philippine classrooms opens a lot of discussion and many questions. Filipino teachers are simply extending their cultural adherence to skills and practices; however, hypothetically, they may not possess culturally inclusive behavior. In this article, the authors aim to understand: (1) how teachers practice multicultural pedagogy in literature classes; (2) how teachers from higher education incorporate the principles of acknowledging multiplicities and differences in their teaching practices, from strategies to assessments; (3) what their perspectives are with regard to multicultural literature and how these affect their teaching styles or approaches; and (4) how they teach literature in an intrinsically multicultural environment like the Philippines. To answer these questions, different theories on multicultural pedagogies as well as multicultural literature were consulted, and interviews with college faculty about their teaching practices were conducted.