Background: Public schools in the United States are still segregated along cultural and racial lines 50 years after the 1954 Supreme Court's ruling. For example, Orfield and Lee, 2004; and Orfield, 2001) indicated that White student in the United States attended schools that were 80 percent White. Ethnic minority children (children of color), Latino students especially, attended schools that were 50-100 percent ethnic. In addition, a third (37.4%) of African American children attended schools that were 90-100 percent children of color (Frankenberg, Lee, and Orfield, 2003). Rural schools are equally segregated along racial and cultural lines. According to the Rural School and Community Trust (2000), children of color in rural America attended schools that were 76 percent culturally and racially segregated. Additionally, educators in rural schools were predominantly monocultural and monoracial (Nganga, 2005). School segregation based on culture and race is potentially harmful to learning. Data show that cultural and racial integration has the potential to increase academic success for all learners (Dilworth, 1990; Irvine, 1989 and Smith, 2004). In the current climate of the federal mandate, No Child Left Behind Act, it is critical to employ teaching practices and curricula that increase the likelihood of academic success for all learners including children from cultures other than the dominant one. Purpose: The purpose of this study was to investigate multicultural curriculum issues in early childhood programs (licensed and exempt) in rural communities in the Rocky mountain region. In previous studies, there was little effort directed at investigating the nature of multicultural education in rural schools. Of particular interest was ways in which existing instructional strategies and curricula was addressing diverse learning needs, including those pertaining to culture and race. The researchers intended to also provide a rather a comprehensive review of the available critical literature in support of instructional strategies and curriculum approaches that maximize learning for all. Data Collection and Analysis: A survey instrument was mailed to 200 program administrators with a 50 percent return rate. In-depth interviews with five purposively selected early childhood educators provided space for data triangulation. Both qualitative and quantitative data analysis methods were used. A One Way Analysis of Variance (ANOVA) determined the relationships between variables. Findings: Data showed that participating programs served children between 0-12 years old. Responding administrators were overwhelmingly monocultural, monoracial and female (98%) educating a predominantly monoracial and monocultural student population. There was a positive correlation (r = 0.446, p = less than 0.01) between national accreditation and the availability of multicultural curricula. Federal funding was, however, negatively correlated (r = -0.108, p = 0.368) with encouraging teachers to teach to diversity. Concerning curriculum implementation, 42 percent of the programs had written multicultural policies/guidelines but only 33 percent required teachers to follow these guidelines. An examination of curricula issues indicated that 33 percent of the programs always introduced learners to other cultures using multicultural books, posters and pictures, dolls, drama and musical items. However, cultures represented in the community did not appear to influence the process of preparing instructional curricula. Community resources expose monocultural and monoracial learners to cultures other than their own. A total of 41 percent of the programs provided a variety of professional development activities and teaching materials to help teachers teach to human diversity. Conclusion: Because data showed evidence of continuing segregation in rural America, a stronger and detailed approach to multicultural education is warranted. Such an approach entails providing written multicultural curriculum policies/guidelines, recruiting multicultural and multiracial teachers and learners, providing the necessary professional development activities and learning resources, and bringing communities into the school as well as taking programs into the community. In addition, community resources should influence instructional materials. This approach to multicultural education could easily alleviate the cultural and racial isolation experienced in overwhelmingly monocultural and monoracial rural schools.