Teachers cannot influence international agreements that trigger economic migration or wars that are always raging somewhere. However, they can influence how migrant children are accepted in their classrooms, whether these are children of economic migrants or refugees. This book presents a unique model of intercultural education, taking into account interculturality as a principle, systemic support, intercultural competence, multiperspective curriculum, and intercultural dialogue, as well as cooperation with migrant parents and with the local community. It can only be realized through the commitment of teachers, pupils, parents, and the local community. The inclusion of migrant children in Slovenian education in the 21st century is introduced. The author argues that schools are a product of the social system, political decisions, and relevant legislation that limit the teachers, but also gives them the opportunity to activly participate in integration.