This thesis touches upon the inclusion of the cultural ‘other’ by delving into the references found in key textbooks of Greek as a foreign language in juxtaposition to educators’ perception of inclusion. Light is shed on four textbooks, which are considered essential tools for teaching Greek as a foreign language, and on the Greek language educators’ point of view. Specifically, the thesis examines both the frequency and the type of references concerning the cultural ‘other’ as appear in the textbooks, and it also focuses on the way in which the educators bridge this existing gap of the textbooks. Drawing on complex methodological tools (content analysis and interviews), the research aims to highlight if and how shared (Greek and other) cultural elements are depicted in the textbooks as well as if and how the educators use these cultural elements in teaching as required by the principals of inclusive education.