South Africa recently celebrated 24 years of desegregated schooling, with the majority of former White schools in the country now representative of the demographics of the country as a whole. It is with this background in mind that this study examines how teachers who taught pre-1994, when schools were monoethnic, and post-1994, when schools were multiethnic, have adapted their teaching strategies and approaches to cater to diversity within their classrooms. This research was based on the qualitative approach, which tends to view the world in terms of people, situations, events, and the processes that connect these; explanation is based on an analysis of how some situations and events influence others. For the purposes of this study, the lived experiences of teachers teaching in multiethnic learning environments were investigated. The rich, thick data elicited through in-depth interviews with 16 teachers that constituted the data set for the purposes of this study were interpreted and analyzed thematically. The findings reveal that although all the participants indicated that they were in favor of multiethnic schools, two groups of teachers espoused varying viewpoints in terms of how the diverse groups should be accommodated within ex-Model C (former White) schools. The study indicated that in addition to lacking the pedagogical knowledge and skills to engage successfully with diverse learners in multicultural classrooms, most White teachers do not see the need to change the teaching strategies that they used pre-1994, when schools were monoethnic and only catered to White learners.