Multicultural education is more commonly found within schools that are racially and ethnically diverse. However, within homogenous schools, multicultural education is extremely limited or nonexistent. The purpose of this study was to investigate students', teachers', and parents' perceptions of multicultural education in a monoracial and monoethnic school; the value these stakeholders place on multicultural education; and how these perspectives align with James Banks's (1993b) dimensions of multicultural education. The study employed a qualitative, descriptive phenomenological approach to examine 24 participants' responses to open-ended research questions administered online. The survey responses were thematically analyzed employing Braun and Clarke's (2006) approach. The results concluded that multicultural education should be part of the curriculum at this monoracial and monoethnic school. Participants regarded this type of curriculum as valuable, necessary, and vital in creating students ready for the diverse world in which they will inhabit beyond the walls of high school. Overall, stakeholders' perceptions aligned with James Banks' five tenets of multicultural education. Recommendations for scholars, professionals, and future research imply that conversations among educators and administrators should be conducted to further multicultural education to the higher levels of transformative action. Crossover studies in different monoracial and monoethnic schools that examine other stakeholders' perspectives of multicultural education and its value within the curriculum should be explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]