Recent emerging developments on the world political stage, especially following the events of September 11th, have generated heated debate regarding issues of diversity and the possibility of peaceful co-existence in a multi-cultural society. In the UK these issues have been raised in the form of discussion at senior government level, of the possibility of introducing compulsory classes in both the English language, and citizenship for those wishing to reside permanently in Great Britain. In the past, various models, now considered unacceptable or unworkable, have been proposed with reference to the presence of ethnic and cultural diversity in the UK; 'assimilation', 'integration' and 'segregation' being the three that spring immediately to mind. In this paper, we propose that the 'new label' for developing policy is best described as co- existence, and that it is this ideal that the efforts of policy makers are now working towards. This ethnographic research, conducted in areas with little cultural diversity, examines both the desirability and the implementation of initiatives directed towards the teaching of English language and citizenship. It also considers the different levels at which these initiatives may operate in both the field of children's education, and of classes made more widely available to those seeking long-term British citizenship.