In its 1993 antiracist and ethnocultural equity policy, the government of Ontario undertook to develop or modify school curriculums in order to reflect racial and cultural diversity in an equitable manner. The Ontario College of Teachers urged its members to keep in mind the cultural and racial identity of all students in an appropriate and equitable manner during all learning experiences in the school. This study addresses the place given to ethnocultural diversity in French science and technology programs in Ontario grades 1 to 12 through a literature review of official documents on multicultural science education. This qualitative analysis tends to show that in the science programs in Ontario implemented in 1998, 1999 and 2000 there is an almost negligible place given to ethnocultural diversity in their underpinnings, overall expectations, specific expectations and suggested instructional strategies.