The increase in the Latino population, and specifically the Mexican-American population, in the United States demonstrates the need for meaningful multicultural museum education to, for, and about this demographic. This exploratory case study investigates the educational programming in the National Museum of Mexican Art in Chicago, Illinois and Mexic-Arte Museum in Austin, Texas through observations of programs and curricular documents and interviews and seeks to identify characteristics of effective multicultural art education related to this cultural group. While highlighting Mexican and Mexican-American art and artists serves as the primary content of program curricula, museum educators at these institutions aim for education that is socially conscious and meaningful. The author of this study argues that effective multicultural museum programming has the potential to positively impact program participants on an educational, personal, and societal level. / text