In several policy documents reviewing the country’s education system, the
Ministry of Education has made noteworthy pronouncements on how to improve
teacher education in Botswana. This mainly concerns equipping teachers with
pedagogical skills to better address the learning needs of the linguistically and
culturally diverse student population. Even though at policy level it is
acknowledged that Botswana is a multicultural society, at implementation stage
there is no such evidence. This article argues that lack of implementation of
policy pronouncements contradicts the government’s aspirations to provide
equal learning opportunity to all learners. The infusion of courses in multicultural
education at teacher education level is seen as an alternative.