This study examined the multicultural practice perspectives of 170 early interventionists serving African-American children and families in a southern state of the United States, in relation to the requirements of Part H of the Individuals with Disabilities Education Act. Results of the Early Intervention Multicultural Practices Survey indicated that these participants were positive about the multicultural nature of their individual and agency practices. Participants were less favorable, however, in their ratings of systemic support for multicultural practices. Differences were found for multicultural practice perspectives based on reported racial or cultural self-identification. The results support innovative and systematic inservice multicultural training that includes administrators.