Namibia is a member country of the United Nations and, as such, is party to various United Nations treaties related to education, all of which emphasise the right to education for all human beings. In Namibia, basic education is free and compulsory; secondary education is free in public education institutions, and higher education is neither free nor compulsory but is a right of every citizen. Higher education is also embraced across all ethnic groups and cultures as the highest academic achievement and a route out of poverty and economic marginalisation. Namibia is a multi-ethnic society, and the government strives to achieve an inclusive society with various slogans such as “One Namibia, one Nation” and “No one should be left behind”. The higher education sphere in Namibia is a complex space with students from certain cultural backgrounds having structural and cultural advantages or disadvantages, which determine the degree of their likelihood to access and succeed in higher education. Different cultures have cultural values and norms that have implications for their members’ inclusion, successful adoption of, and smooth transition into the higher education space. There seems to be inadequate recognition of the role of Multi-Culturalism and Multi-Ethnicity in higher education pedagogy and andragogy, and the role these variables play in the inclusion of students in higher education in Namibia. This chapter is informed by research, formal and informal, conducted over a period of 5 years at higher education institutions in Namibia. Some of the discussions come from different research and reflections of staff members in higher education institutions. The research explored considerations of faculty in the role of Multiculturalism and Multi-Ethnicity in higher education spaces in Namibia. Furthermore, students’ perspectives regarding adaptations to higher education and managing cultural clashes have been unpacked and discussed using the Multiculturalism theoretical framework. The findings reveal that only a few academic staff members consider multi-culturalism and multi-ethnicity, with many acknowledging that they never thought about this matter from a perspective of Multiculturalism and Multi-Ethnicity, although they noticed that students with good English skills and coming from multi-cultural backgrounds tend to have less transition difficulties and thus less challenges with teaching and learning than those from rural backgrounds. The chapter ends with a recommendation that, as a matter of agency and urgency, higher education practitioners be sensitised about the diversity of students’ language and cultural backgrounds and consider this diversity by applying inclusive education strategies to ensure equity in teaching and learning.