This paper uses a qualitative approach to explore the perspectives of teachers in creating and implementing a multicultural environmental curriculum in an urban center with a high degree of linguistic, cultural, ethnic, and racial diversity. An initial analysis of the findings suggests that “to be of use” multicultural EE should build on the lived experiences of teachers. More effectively addressing the diversity of classrooms includes: strengthening interpersonal skills diversity training in teacher education programs and making connections between children’s lived experiences and the school’s cultural references to reduce the gap children feel between home and school culture.