This study aims to investigate how a primary school in Norway addresses learners with diverse linguistic and cultural background, in this study referred as culturally and linguistically diverse learners (CLD learners). The study is founded on the premises of multicultural education (MCE) which is considered essential to address the education of CLD learners. Therefore, the scope of the study is based on a five- category theoretical framework comprising: understanding the concept of multicultural education (MCE), cultural/linguistic incorporation, community participation, pedagogy and assessment. The study uses qualitative approach followed by a single case study design, in-depth interviews as data collection tools, purposeful sampling and qualitative data analyses. The qualitative research enabled selecting a primary school that would be information- rich enough to address the research questions. One primary school in Norway with a large number of CLD learners, bilingual and minority language practices and bilingual teachers employed was purposefully chosen to elicit four staff members as interview participants- the principal deputy, two teachers and councelor. The school experienced certain changes in their organisation and practice in the last couple of years, which had an impact on data analysis in this study. A certain decrease in bilingual practices, mother tongue teaching, and teacher collaboration occured and participants have opposing viewpoints in relation to theses changes. The main findings show that participants have a different perception of multicultural education; most of the participants were in favor of bilingual teaching and stronger forms of collaboration showing example of benefits of bilingual education; CLD learners experience the underdevelopment of both mother languages and Norwegian; the school shows high appreciation of minority cultures; bilingual teachers are great resources for the school; parental involvement is considered highly beneficial; the classroom pedagogy meets different learning styles but presents a barrier to learners with special educational needs; school’s assessment covers many aspects by using diverse means of obtaining information. Overall, the school practices various aspects of multicultural education and in that way meets the needs of CLD learners.