This chapter explores the impact of multiculturalism and multilingualism on the Irish education system. More specifically, it provides teachers' and educators' reflections on initial teacher education and professional development, teachers' classroom practice, and English as an Additional Language (EAL) policy issues. The author elicited these reflections through 34 semi-structured interviews with secondary school teachers and teacher educators. The subsequent analysis highlights the key trends and differences within and between the respondent groups. Findings indicate the need for a joint response from the Department of Education and educationalists across the sector in order to better prepare teachers for multicultural and multilingual classrooms. Moreover, in the increasingly globalised world where cultural and linguistic diversity is becoming the norm, subject teachers take on the role of language teachers, not only in a general sense but also in terms of subject-specific discourse. This, in turn, requires the inclusion of language awareness in teacher education programmes and as part of a much more flexible continuous professional development (CPD) offer. Finally, the chapter argues that closer cooperation between the key actors is essential for an improved and targeted response to the needs of teaching and learning in a global classroom.