In 1971, Canada became the first country in the world to introduce a Multiculturalism Policy. In the succeeding decades, multicultural education has played an increasingly important role in the classroom. In response to the multicultural focus of the Ontario curriculum, multicultural literature has been used as a tool in the classroom to meet these multicultural expectations.This qualitative study examines the effectiveness of multicultural literature as a teaching tool through student responses. More specifically, the study explores the similarities and differences in the response of non-Canadian born Asian students and Canadian-born Asian Grade 6-8 students to two Canadian based novels; one with Asian cultural content and the other with a monocultural content.