This book examines the effects of Europeanism on intercultural education, focusing on all levels and stages of the trajectory of educational policy: from the supranational to the school level and from the development, adoption, and implementation of intercultural educational policy. The "despotic" role of the state in the creation of educational policy is reflected in the educational systems of most European countries. The European socio-historical environment confirms the assumption that educational policy, as developed and implemented in the individual member states, is intertwined with the construction of the nation-state. However, in the era of late postmodernity, the central position of the nation-state has been limited due to a wide range of new socio-political and economic developments. The expansion of the European Union, migration, and Europeanism are the most frequently mentioned contributing factors. The consequences of these developments are increasingly intensifying, while the educational management of cultural pluralism continues to be a subject of negotiation among European organizations, state bodies, the state, academics, and educators. However, the impact of these nascent developments on intercultural education remains unexplored. This book aims to outline these factors, with a focus on the development of Cypriot intercultural education in the European context.