This evaluation-based case study research focused on the on how elementary school children perceived diversity in a homogeneous community and analyze how teaching practices can act as an agent to toward and against multicultural pluralism in the classroom. Visualbased methods were used with participants as first grade children were asked to take pictures in the school setting of what they interpreted as diverse. Findings suggested that early childhood students saw the physical manifestation of diversity in many ways and hidden curriculum in the way teachers choose to display diversity in the classroom may hold the key to unlocking a more multicultural curriculum.This study focused on how elementary classroom structures, including curriculum materials and aids, and instructional practices can act as agents for and against diversity and multicultural education in the classroom. This research is presented in the form of a case study on one classroom where children were asked to documents what they perceived as diverse in their school environment. As such, it was hoped that this study would provide insight into the tensions between perceptions and pedagogy regarding diversity and multicultural education with early childhood students.McCarthy (1998) rationalized that introducing other cultures into the school environment can be as simple as choosing a diverse canon for the classroom.