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This Article discusses the two-fold nature of multicultural education- educating on multicultural topics and educating multicultural students. By examining eight different law schools, the Author discusses current efforts in each law school that impact the educational experience, the shortfalls in these efforts, the need for first-year integration of multicultural topics, and how an educator in the legal academy can ensure that her students receive a well-rounded multicultural educational experience. In particular, the Article addresses multicultural education through the lens of a legal writing professor, whose role entails instructing students on predictive and persuasive writing over the course of the first two or three semesters of law school. The Article concludes by making recommendations for how all legal educators can enhance the classroom experience by creating a multicultural environment.