This article examines the issue of multicultural science education as reflected in the published articles of "The Science Teacher" over the past decade. The goal of this review is to help teachers--especially new or preservice teachers and those who implement multicultural science education because of district mandates or changing classroom demographics--understand the importance of multicultural science education and to provide teachers with a list of resources they can refer to for additional information and activity ideas. This article also includes the definition and framework of multicultural education. In essence, to acknowledge and practice multicultural education requires that teachers become more inclusive about how students think and learn academic content. Pedagogical practices and social relations with students should not only acknowledge content competence, but should also reflect the strengths of who students are and where they come from. (Contains 2 figures.)