An essential challenge for school educators continues to be how to better represent and negotiate the complexities of classrooms and school communities that are increasingly culturally and linguistically diverse. Schools approach cultural diversity in various ways. Drawing on a qualitative study in a number of government schools, we report on three different approaches engaged by schools in three culturally diverse areas of Sydney. These approaches are often shaped by socio-cultural factors such as the nature of the school and its related community, the commitment of teachers, particularly the executive leadership and the localised issues that may impact on school and community programs. Findings suggest that it is time for school educators to renew their efforts - in a more strategic and focused way - to provide an integrated, resources rich, whole school approach to educating for cultural and linguistic diversity that builds relationships between our diverse communities and empowers all students to succeed at school.