A new approach to supervision, one that is closely linked to multicultural teaching and educational equity, needs to be developed and implemented in our nation's schools and programs of teacher education. This thesis is supported, in part, by an extensive review of the literature conducted by the author. The review, which examined the ERIC and Dissertation Abstracts International literature pertaining to multicultural education and supervision, over the past four decades, has revealed two things. First, it was revealed that many interesting and different forms of supervision have been defined; and secondly, that no theorist had defined an approach to instruction al supervision that has been closely linked to educational equity and/or multicultural teacher education. For example, over the 40 forty years, when multicultural course requirements have been added to the teacher education curriculum, these courses have introduced students, in a general way, to issues of race, disability, gender, class and/or language, but have only minimally linked such variables to their possible relevance to classroom teaching. Further weakening the impact of such required course (s) has been the diffuse and competing conceptualizations of multicultural education within which these issues have been presented and dis cussed. Lastly, the operational con Patricia Terry Davidman is a lecturer nection between instructional super with the Department of Education, vision and multicultural education California Polytechnic State Univer-has yet to be firmly established in sity, San Luis Obispo. most programs of teacher education.