Most of the literature on multicultural education deals with students in grade and high school, or at the college or university level. The literature is sparse as to how one could implement multicultural education at the professional level, and most of the articles that address "multicultural education" and "law school" merely analyze the "Bakke" and "Grutter" cases. Certainly the concepts espoused in any of the literature on multicultural education, however, could be adapted to the professional school level. This article will formulate a multicultural curriculum for law schools, focusing on the issues of first year curriculum and class size. It will also draw heavily on the work of James A. Banks, who has been cited frequently in the articles that address multicultural education in law schools. Banks' (2003) book, "Teaching Strategies for Ethnic Studies," discusses the factors that should be integrated into a multicultural curriculum--ethnicity, racial, cultural and language diversity (p. 8). While it is not the purpose of this article to evaluate any one law school program in particular, it will refer to current statistics and curriculum at the two Wisconsin law schools--the University of Wisconsin Law School (Wisconsin) and Marquette University Law School (MULS)--as well as the University of Michigan Law School (Michigan) for the purpose of discussion in various sections of this article.