Schools in Greece, particularly in inner-city areas, have seen a vast increase in the number of migrant students over the past two decades. In this paper we discuss the intercultural education strategy, which was introduced in 1996, in response to the recent migration and diversity that has engulfed the country since the mid 1980s. We explore how policymakers and other stake-holders in the field of education have defined interculturalism and its implementation in schools. Our discussions draw on two separate studies. The article provides new insights from educationalists whereby they reveal their thoughts about how to respond to Greece's diverse student population. The results not only highlight gaps between policy and practice, differences between traditionalists and progressivists but also shows that Greece has a long way to go to leave behind her ethnocentric image and fully implement intercultural education within all schools, not only in the so-called intercultural schools.

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