Scholars of multicultural education urge school administrators to produce curricula in which the heterogeneity found in our public schools becomes an asset and not a barrier. In this survey research, we examined the extent to which secondary school principals in a southeastern state positively viewed the values and principles of multicultural education with regard to shaping their school climate to make certain it reflects the ideals of respect, trust, and high morale for all students. We found that secondary school principals’ perceptions as to whether multicultural education can have a positive effect on the school climate were significantly influenced by the socioeconomic status ofthe administrator’s community. These findings suggest that when it comes to issues of diversity and multicultural education, outside influences that exist in public education can play a major role in principals’ perceptions as to whether or not multiculturalism is seen as something of value.