Art education scholars have redefined multicultural teaching practices to include a need for addressing social inequities. To understand art educators’ multicultural teaching practices, it is important to measure the extent to which they present cultural diversity in the classroom and present a racially diverse pool of artists. The purpose of this this quantitative, nonexperimental study was to measure the extent to which practicing K–12 art educators who are members of the National Art Education Association (NAEA) engage students with racially diverse artists and cultures within their curricula. The study aimed to measure the extent that educators address racial and cultural diversity in their classrooms. The study also gathered data on which resources participants indicated would help create and implement curricula that addresses racially diverse artists and cultures. Finally, the study explored the relationships between seven different teachers’ self-reported attributes and the extent that they taught about and valued racial/cultural diversity. The findings show that educators taught about racial and cultural diversity to regularly in their classroom practices and they also voiced a need for more resources to teach more about racially diverse artists and cultures, specifically visual resources and education/training regarding racially/culturally diverse content. Findings also indicated that educators who taught 21+ years, taught predominantly students of color, and those who were more comfortable with conversations pertaining to racial/cultural diversity were more likely to value the importance of racial/cultural diversity in their curricula. The results suggest that resources, such as education, training, or professional development, should be offered to educators in the field so that they may continue learning new language concerning diversity as perceptions and understandings continue to shift.

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