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The phenomenon of cultural pluralism in the educational process in our country, raises questions concerning the management of education policy that needs to be exercised in order to address the growing issues. The purpose of this research is to investigate views of teachers on intercultural education in the light of the legislative framework currently applicable to Greek reality. Whether under the present circumstances, the legislative framework supports the needs of the field is investigated, always according to the view of primary education teachers staffing this type of structures. For exploring the views, the chosen method is the quantitative approach, with 169 primary school teacher respondents using a properly configured closed-ended format questionnaire to collect primary data. The analysis of the data was carried out with descriptive and inferential statistics, as far as the questionnaire data analysis is concerned, by splitting questions into four thematic categories. The survey is focused on all types of primary education institutions; general education, intercultural, minority, as well as those with refugees and Roma students, so as to compare, analyse and study the results regarding pupils studying in educationally and culturally heterogeneous environments. Through the theoretical approach, it has been found that there is significant potential to connect and cross - check intercultural education with the existing legislative framework encompassing it. Over time, several ways of coping with adversity between them have been attempted, such as establishing appropriate structures or implementing programs to integrate students coming from different cultural populations, or even implementing teacher training programs. Through the analysis of the results, the inductive approach aims at investigating the correlation between both certain demographics and trends in educational management of intercultural student compositions, and the views and attitudes of teachers with experience in such environments in terms of the legislative framework governing the field. The empirical study has shown that there is a sometimes negative and sometimes positive correlation with the teachers' views, depending on gender, age and their studies on the subject and that the existing knowledge influences the implementation of intercultural education in the educational process in either a positive or a negative manner. The compatibility of views on the legislative framework regarding the dominant trends proposed internationally is partly verified, whereas there are certain points where the approach of the legislative framework deviates from them. Particularly important findings have arisen from teachers' inadequate knowledge of the legislative framework that governs intercultural education but also from the malfunctioning of the law observed in educational practice.7 The ambition of this attempted research is to contribute to the sensitization and motivation to find solutions to this complex phenomenon of interculturalism for the benefit of the educational community