Over the past several decades, the changing face of America and the diversification of its schools have been catalysts for a strong movement among music educators to promote the adoption of a more global perspective in the music classroom. Educators are encouraged to integrate into their curricula a varied repertoire representing musical cultures as diverse as the students they teach. Despite widespread acceptance of world music as an integral part of classroom music experiences, teachers often feel unprepared to take on the challenge of developing and presenting musical material from other cultures. A survey published in 2003 looked at the perceptions of in-service music educators; it was found that while virtually all the participants believed that multicultural music was an important component of a music education, the majority reported receiving no formal training in multicultural music in their undergraduate careers. Many teachers cited lack of resources, training, and expertise as reasons that they did not include world music in their curricula. This article gives music educators a new perspective on developing multicultural music education resources and includes suggestions and strategies for any teacher interested in providing students with meaningful and contextualized experiences with a variety of the world's musical cultures. (Contains 2 tables.)