This research is an exploratory study of teachers' understanding of multicultural literacy and their articulation of it into curriculum design and pedagogical practice. It is theoretically based on Thomas' The Situation of Definition by which people show cultural literacy drawn from one's own and others' cultural environments with reference to the formation of cultural identity influenced by local community and the wider society. Based on contextual information acquired from situated interviews and life-experience narratives held with 13 school teachers, this paper integrates a conceptual framework of multicultural literacy.