This study takes a close look at one teacher's interpretation of Quebec's new science curriculum in a grade six classroom where the student population is culturally diverse.  Over a period of two months, I conducted classroom observations on a twice-weekly basis. Data were also collected from two interviews and several informal discussions with the teacher. The data depicted several of the teaching methods and strategies that seem effective for multicultural classrooms and portrayed a positive interaction between the students and the teacher. These were coupled with the teacher's personal style that was appropriate for a culturally diverse classroom. These results are discussed in the light of Quebec's new curriculum reform and the existing literature on multiculturalism and are used to portray a picture of multicultural science education.