The major objectives of the paper are to present findings on how school leaders, teachers and school librarians facilitate for adjusted education in multicultural schools. The project has a special focus on use of multiple learning arenas, as facilitators for learning in a school for all in a Norwegian context Adjusted education is a core concept in the Norwegian school system of today where a diversity of learning qualification and cultures meet. The National Curriculum focuses on competency. Basic skills for all schools stress oral work, reading, writing, maths and use of digital tools (St. meld. 30 (2003-2004). These skills are integrated in all subjects.Science and theory indicates that adjusted education is comprehended very diverse both by theoreticians, principals and teachers (Backmann & Haug 2006).Our project is about adapted education and inclusion in multicultural schools. To analyse this, we want to use the French philosopher Gilles Deleuze and his Philosophy of differences as a metatheoretical frameworkDeleuze's concepts becoming and difference/ multiplicity, will be useful to analyse the interviews and the practice through our observations of how the school say they might give good adapted education, and what they actually do.Deleuze main concern is to discuss How one might live, or what it might be to be alive? Some of his main concepts to explain these questions are becoming and difference/mulitiplicity. The present has always a greater potential for transformation than it appears to have, a surplus beyond what is directly experienced Becoming is changing, inconstant and therefore less substantial than being. Being is real, but becoming is a passing illusion. The only being is the being of becoming, and that being is multiplicity and difference (May 2005) For Deleuze to conceive living is to conceive both What is and What might be. It is to offer an account of what it is for something to be living and an opening onto ways to liveThis paper is built on analysis of observations and interviews in two schools. We have chosen two categories to collect data1. observation in 4 classes in primary school 2. interviews with two principals and 7 teachers (two of them librarians)We will compare what principals and teachers mean adjusted education is, and what they do in relation to adjusted education. We will investigate in what way teachers and principals look for alternative ways of giving adjusted education, or if they mainly think within the established structures. Some other objectives with this analysis is to find out to what extent teachers and principals look for new ways of organizing education, what they think of adjusted education and to what extent they really adjust to multiple learning arenas for the diversity of learning qualifications among the pupilsOur findings so far suggest that principals and teacher are bewildered as how to meet the concept of adjusted education. By using the theoretical framework chosen, and especially the concepts of 'becoming' and 'difference' from Deleuze, we assume that there is a great discrepancy between what principals and teachers say, and what they do in their classrooms. We hope that Deleuze concepts can be an inspiration to widen one's thoughts and to be more experimental in the daily work in the schools. Backmann,K.E & Haug,P (2006): Forskning om tilpasset opplæring. Volda: Høgskolen iVolda May,T (2005): Gilles Deleuze An introduction. New York: Cambridge St.meld nr 30 (2003/2004): Kultur for læring UFD