The purpose of this study was to investigate into the multicultural perspectives in developingrncurriculum materials for primary education in Oromia. Descriptive survey and particularlyrncontent analysis has been used to see the extent of treatment of diversity in the textbooks. Thernsources of data included all curriculum developers including the department head (n=JJ) andrncurriculum materials (textbooks n=JJ and teacher guide=J). A questionnaire consisting ofrnclosed and open-ended items and a semi-structured interview were administered to therncurriculum developers and the department head respectively. Four types of coding sheets werernused for the analysis of multicultural contents. Tables, graphs and charts used to present datarnwhenever appropriate. Percentages, means and standard deviations were used for the analysis ofrnquantitative data and the qualitative data were narrated and used to substantiate the quantitativerndata. The results of the study indicated that the curriculum developers lack training needed torndevelop inclusive multicultural curriculum. On the other hand, it was found that the curriculumrndevelopers are comfortable with the treatment of multicultural contents in the curriculumrnmaterials. However, the evidences on the current practices revealed that no particularrnapproaches, guidelines or strategies have been used for the inclusion of multicultural contentsrnalthough some encouraging trends observed. The results also showed that there existrnconsiderable challenges that should be coped with as far as developing multicultural curriculumrnmaterial development is concerned. The content analysis result showed that (a) cultural diversityrnmessages were portrayed in most subjects of upper primary education under the study; (b)rnReligious diversity messages were portrayed in four textbooks; (c) Gender characters are foundrnto be male biased; and (d) Disability issues were very rare in the textbooks. Therefore, the abovernmajor results have implications for adequate in-service training programs for curriculumrndevelopers, and for the development and utilization of clear guidelines and approaches.rnCollaborative research works on diversity issues and partiCipation of all the potentialrnstakeholders in' contributing to the inclusiveness of the curriculum are also equally important