<p>The increasing multicultural composition of classrooms due to migration has expanded the role of teachers beyond merely transmitting knowledge, placing them at the center of complex social dynamics, cultural interactions, and adaptation processes. This study investigates how teachers’ cultural intelligence moderates the mediating roles of social justice beliefs and multicultural education attitudes in the relationship between perceived threat from immigrants and teachers’ attitudes toward immigrant students. Conducted in Antalya, Turkey, the research analysed responses from 274 teachers who reported having immigrant students in their classrooms. Analyses proceeded in two stages: PROCESS Model 6 tested serial mediation, and PROCESS Model 89 tested moderated serial mediation. Perceived threat was negatively associated with teachers’ attitudes toward immigrant students, whereas multicultural education attitudes were positively associated with them. The specific indirect effect through social justice beliefs alone was not significant; however, the serial indirect association through social justice beliefs and then multicultural education attitudes was significant. This pattern is consistent with social justice beliefs functioning as a distal, values-level orientation associated with attitudes toward immigrant students through the proximal pedagogical channel of multicultural education attitudes, rather than as an independent proximal mediator. The conditional indirect effects through multicultural education attitudes and through the serial pathway decreased in absolute magnitude as cultural intelligence increased. However, the lower confidence limits for the moderated-mediation indices were reported as 0.00 after rounding, and the threat perception × cultural intelligence interaction was not significant; these conditional findings should therefore be interpreted cautiously.</p>