Aim. The article presents the analysis of everyday relations and mutual expectations concerning the functioning of teachers and students in a multicultural classroom. On the basis of the discussed issues of multiculturalism and multicultural education, the author seeks answers to questions concerning the teacher’s and class’s preparation for accepting students from different cultures, the possibilities of helping students in adapting to new cultural conditions and integrating with peers, as well as ways of helping a foreign student to achieve success at school. Materials and methods. Review and analysis of the literature on the subject. Results. Building beneficial relationships in a multicultural classroom is not an easy task. The teacher often enters different roles in the implementation of intercultural education - mediator, partner, advisor and manager of human resources. Teaching in a multicultural classroom requires the teacher to be skilled in group and collaborative learning in order to incorporate the elements of learning to live together in all teaching activities. The teacher should prepare the class and parents for the reception of a student from another culture and plan and implement educational activities in such a way as to create appropriate conditions for multicultural education and provide support and assistance to foreign students. The condition of effective work of a teacher in a multicultural classroom is to prepare a social environment conducive to the success of students who are also a cultural minority, awareness of cultural shaping of oneself and openness to the real cognition of the student.