Supported by the Orientalist and Post-Colonialist, the Critical Race Theories, the Culturally Relevant/Transformative Pedagogy, and the Critical Multicultural Education, this study aimed at investigating the extent to which the IB curriculum of a bilingual international private secondary school located in Dubai is enriched with English-written culturally authentic multicultural literacy resources for secondary students. The study revealed that the selection of these resources as well as the provision of in-service professional development workshops promoting culturally sensitive teaching practices did not rank very high in the school culture. Consequently, considering the wealth of the beneficial effects that these resources may have on adolescent students, school leaders, IB specialists, and educators are encouraged to implement their use in the classroom, and teachers¿ educators to provide trainee and in-service teachers with higher quality culturally sensitive preparation and professional development programs.