Which pedagogical processes and practices that target the recognition, value and sharing of world views in teaching and learning can be identified as strategies for learning to live together in an Australian multicultural classroom? The question is addressed by this paper, which presents two discrete but complementary pedagogical models that display the successful teaching processes and practices of teachers in Australian multicultural classrooms. These processes and practices accord with the Delors Report recommendations that education for the future should be organised around the four pillars of learning, namely, learning to be, learning to do, learning to know and learning to live together. The two complementary pedagogical models are informed by research in two primary schools in a multicultural urban area in NSW. The implications of these two models in respect to the lesson and syllabus outcomes, and the contribution of parental involvement to education are also examined. (Contains 7 tables and 3 figures.)