Higher education serves as a significant intersection for individuals from diverse socio-economic classes, geographical regions, ethnic origins, religious beliefs, and Indigenous backgrounds. However, the multiculturalism in higher education policies in Bangladesh remain notably understudied, especially compared to global literature. This study explores how higher education policies and strategies in Bangladesh acknowledge and address cultural diversity. Drawing on James A. Banks’ framework of four approaches to Multicultural Education, we employed a qualitative document analysis approach to examine key policy documents, including the National Educational Policy 2010, the Strategic Plan for Higher Education in Bangladesh 2018–2030, the 8th Five-Year Plan (2021–2025), and the Education Sector Plan (2020–2025). The analysis reveals that while these policies include provisions such as scholarships, non-discrimination clauses, and expanded access for disadvantaged students, they predominantly reflect Banks’ Contributions and Additive approaches. There is limited evidence of transformative or action-oriented strategies that genuinely integrate diverse cultural perspectives. This indicates a gap between the stated commitments to inclusivity and the depth of multicultural integration within the higher education policy framework.