This chapter examines the experiences of a multicultural speaker (Beth) working in a co-educational primary school in the United Kingdom (UK). Originally from South Africa, Beth has worked in the UK as a primary teacher for over 13 years. She is fully embedded into the UK culture and considers herself to have a multicultural (South African and British) identity. The chapter delves into the challenges she faces in navigating cultural differences in the classroom and explores the impact of multiculturalism on her professional interactions. Additionally, it discusses the influence of culture on teaching identity and argues for the recognition by organizations that intercultural divides may not always manifest in linguistic behaviour but can be observed in attitudes and beliefs about workplace performance. Data includes two full days of classroom teaching and a semi-structured interview. Classroom discourse data was transcribed and Beth’s discourse style and teaching strategies during classroom management were analysed qualitatively following the theory of Interactional Sociolinguistics. Beth’s interview responses were analysed thematically. The results provided some valuable insights regarding the potential effects of cultural background on teaching styles.