In this paper the authors critically analyse theories and practices of intercultural education and intercultural learning in Austria. Contextual aspects such as demographic developments and corresponding educational opportunities in Austrian schools are described. The impact of shifting orientations toward minority schooling for autochthonous ethnic groups, educational provisions for migrants, and intercultural education are examined. The authors draw attention to inconsistencies underlying the theoretical characteristics of intercultural learning, an "educational principle" in Austrian school curricula since the early 1990s. The lack of implementation of intercultural learning in schools is scrutinized in light of recent research studies. The integration of intercultural perspectives into school books and framework curricula, insufficient teacher pre- and in-service trainings, and the general lack of scientific research and debate in this area are explored. Furthermore, this contribution examines structural and institutional factors concerning intercultural education that are frequently neglected. In conclusion, a synthesis of the topic's principal foci and specific recommendations are provided. (Contains 8 notes.)