The purpose of this basic qualitative generic study was to explore the methods and techniques urban elementary teachers use to learn the subject matter and pedagogical skills necessary to incorporate multicultural literature into their daily lessons. The problem is that we know what multicultural literature consists of and why it is critical to include these texts in elementary instruction. However, we still do not know teachers' methods and approaches to gaining the subject and instructional knowledge needed to use these texts in their lessons. Researchers have also identified methods for selecting multicultural texts and building multicultural classroom libraries. However, there is a gap in the literature about teachers' methods and techniques to attain the necessary information to use multicultural literature in their lessons. This study will address the primary question: "What techniques and methods do urban elementary teachers use to acquire content and pedagogical knowledge to incorporate multicultural literature in their daily instruction?". Qualitative research methodology through basic qualitative design was used to conduct this study. Data was gathered using semi-structured interviews in which the researcher presented participants with 12 open-ended questions. The population from which the sample was selected consists of K-5 elementary teachers serving in urban schools in the state of Georgia. Nonprobability, purposive sampling was used to select 12 general education, self-contained teachers who experienced success implementing multicultural literature in their daily instruction. Participants represented two schools in the same district, from the Southeast region of the United States. The five recurring themes from the coded raw data were identified using inductive thematic analysis. The findings from this study revealed that personal research and collaborative planning with peer teachers are preferred techniques for attaining information about content and pedagogy to incorporate multicultural literature in daily instruction. Collaboration and discussion with administration and media specialists, making student connections, and teachers' expertise derived from "tried and true" practices and professional developments serve as additional sources or methods for acquiring content and pedagogical knowledge. [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.]