This study analyzed the ongoing discussion about cultural diversity in schools, focusing on the views of administrators and actions aimed at teacher training and pedagogical practices. A theoretical reflection was constructed based on interculturality and training for cultural diversity. The research was qualitative in nature and used semi-structured interviews, which were recorded, transcribed, and organized, conducted with eight administrators from the public school system in the city of Costa Rica, MS, as a data collection tool. This research was linked to the theoretical reflections of: Bhabha (1998), Hall (1997a; 1997b; 2000; 2003), Souza and Fleuri (2003), Bauman (2009; 2010; 2011; 2012), Candau (2008), Oliveira and Candau (2011), Vieira (2011), and Backes and Nascimento (2011). It was observed that cultural diversity is still something that needs to be rethought within schools, given that many interviewees presented folkloric and superficial views on this subject. Many administrators and teachers, even with their training, are also not prepared to address this issue within schools.