My thesis is based on a qualitative study. The purpose of the study is to investigate whether the educationalist at an especially chosen school in Stockholm promotes the students multicultural background in the education or not. This is due to the fact that the Swedish school to a considerable degree reflects the multicultural Swedish society. The socio-cultural starting point is when people come together and meet. The language is the tool of the socio-culture and it is the dialogue, discussion and sympathetic understanding that makes people meet. The cultural concept is diffuse and very wide. Everyone has their own definition of it. The cultural concept in this thesis involves identity, ethnicity, background, conception of life and nationality. I have interviewed two pedagogues and a school manager. The content of the interviews was recorded and transcribed. In addition to theses interviews, the steering documents of the chosen school have been analyzed. The parental collaboration and influence is an important issue and it is up to the school manager to make an effort increasing parental interest and collaboration. When I made the interviews it became clear that the student’s different cultural background and knowledge was not something the school took benefit of to any larger extent. The pedagogues had thoughts and points of views about how to stimulate and use the students varied multicultural background in the education, for example by being more perceptive and use dialogue as a tool and learn from the students. The most important issue for the school concerning multiculturality is how to behave and live in the multicultural society. The school is the platform where different cultures meet every day and therefore it is natural that the school finds a balance between cultural pluralism and mutual understanding for different cultures.