This research shows that a multicultural curriculum could be achieved through the use of the CPAE model of curriculum development. The CPAE model utilized the principles of collaborative participatory action research to guide the curriculum development. Through a collaborative participatory process, in addition to the expected voices of administrators as curriculum developers, other important stakeholders including teachers, and students were actively involved in the curriculum development process. The curriculum team made the changes in the Agusan teacher education program by incorporating multicultural content in courses where integration was possible. Some of the learning competencies needed by PNU Agusan graduates to become multicultural in perspective, with sensitivity to the needs of ethnic students particularly the Manobos, were incorporated and made explicit in the proposed Agusan campus curriculum. A multicultural infusion process model was developed as a result of the collaborative process, with “many heads thinking as one”, a very strong indicator of a collaborative principle.