Multilingualism, linguistic and cultural diversity are closely related to globalisation, increased transnational mobility and increasing refugee populations. It is important to pay attention to multilingualism and multiculturalism in educational settings, to increase awareness and recognition of linguistic and cultural diversity at individual and societal levels, and to take historical, ideological, social, economic and political factors into consideration, as well as language policy and the diverse language practices of teachers and students. Multilingual education presupposes not only the teachers’ proficiency in several languages, but also their knowledge and understanding of language acquisition processes, theoretical and pedagogical models, approaches focused on the development of multilingual competence, teaching strategies, language and content integration, and language policies and ideologies related to language teaching and language use. As it is important to include a critical language awareness component in teacher training programmes to ensure that there is a link between theory and practice, this study investigated the beliefs of future teachers of English as a foreign language (EFL) in Cyprus regarding multilingualism, multiculturalism and inclusive education. The participants were 120 university students (3rd and 4th year), who were pre-service EFL teachers, during a teaching methodology and teaching practicum course. Their ages ranged from 18 to 25 years, their first language (L1) was Cypriot Greek and they all resided in Cyprus at the time of the study. The students were asked to participate in focus group discussions and to write online blog entries based on the discussions and materials covered in class on the topic of multilingualism and multiculturalism, diversity and inclusion in EFL classes as well as the teaching methods, approaches and techniques that could be implemented in linguistically and culturally heterogeneous classes. The analysis of the data showed that the pre-service EFL teachers had a positive attitude towards multilingualism, multiculturalism and inclusive education, and that these aspects should be promoted.