Cyprus educational system which as of now could be described as homogeneous, centralized, and bureaucratic is going through a totally new experience since “foreign language speaking” students are enrolled in public school classrooms. The high degree of homogeneity that existed so far has been dramatically decreasing the last few years. Individuals with different cultures, nationalities, languages, and religions enter the country for various reasons. The above changes are reflected in the country’s school system as well. The study examines the current situation within the Cyprus educational system regarding the issue of multiculturalism. The formal, theoretical, and institutional framework of the multicultural education in Cyprus as it is included in the wider educational policy, and the implementation of the official philosophical outline are examined, interpreted and discussed. On the other hand, the informal theoretical framework of the multicultural education in Cyprus is examined, which includes things done based on teachers’ own will, effort, stimulus, and initiative, as well as based on their assumptions and beliefs.