There is no doubt about the necessity for the inclusion and the integration of minority groups in German school system. Although there are different recognised politics and developments within the school policy of the 16 federal states in Germany, there are also common important political issues. While heterogeneity in minority groups is emphasised, the under-representation of minority groups in the education workforce can also be recognised. Of course, this can be seen not only as a matter of social justice, but also as a question of a responsible integration-policy by the (national) state, its political system, institutions, and culture. The present study outlines the problems and chances which are connected with the practical work of teachers with a migration background for the school service in Germany. In addition, examples of good practice in aspects of networks and mentoring, information and awareness-raising are indicated.