This study aims to explore teachers’ experiences of an invitational learning environment in culturally diverse Foundation Phase classrooms. Foundation Phase teachers as well as members from the School Management Team were identified as participants to create in-depth information on the topic of research. An interpretivist research paradigm was used to portray the lived experiences and personal responses of the participants. A combined theoretical framework consisting of the Open Systems Theory and The Invitational Learning Theory guided this research. The literature in this study provides a detailed discussion of Invitation Education (IE) the roles and responsibilities of stakeholders in creating invitational learning environments, the relationship between culture and invitational educational, the effects of the environment on invitational teaching and learning. Semi-structured interviews, observation and visual data formed the data collection instruments in this study. Data were coded, examined and emerging themes were identified. The teachers and school management team members who participated in this study shared their insight in invitational learning environments, their methods for creation as well as the challenges that prevented their creation. This research summarised teachers experiences in creating an invitational learning environment and provided valuable techniques to create invitation and methods for overcoming challenges. / Dissertation (MEd)--University of Pretoria, 2019. / Early Childhood Education / MEd / Unrestricted