Culturally diverse classrooms present opportunities and challenges for educators to address issues of equity and inclusion in education. This study explores how elementary school teachers implement multicultural education strategies and their associated challenges. Using a mixed-methods approach, the research involved an online questionnaire completed by 120 teachers and classroom observations in ten schools. Quantitative data were collected on teachers’ cultural competence, attitudes towards diversity, and frequency of inclusive practices, while qualitative data from observations highlighted classroom dynamics. Initial findings showed high theoretical awareness of multicultural teaching frameworks but limited actionable practices in classrooms due to the lack of appropriate training and resources. Analysis, guided by a framework for multicultural education, revealed that teacher attitudes toward cultural diversity positively correlated with the effective implementation of inclusive teaching strategies. This study reinforces the critical need to invest in teacher training, equipping educators with practical tools to foster multicultural inclusion. Further, it highlights the importance of institutional support in transforming theoretical knowledge into impactful teaching practices.

Keywords: Multicultural education, inclusivity, elementary teachers, cultural competence, diversity awareness.