The work explores the nature and impact of cross- culturalism in schools in Zimbabwe. The tumour of this phenomenon is a cause of concern affecting the education delivery system, as society has become a globalised village. The study contends that the decisive encounter of cross-culturalism is a paradox because it can be pedagogically enriching and also disastrous. Schools constitute one of those social institutions that currently are smarting from cross- cultural decay in light of the fact that the Zimbabwean society is prey to various ethnic cultures. This trend is unstoppable. In the backdrop of this, the need for a multicultural education becomes current. Multicultural education will offer new ethos to ‘arrest’ the rot that schools are facing. The implications call for the changing practical and conceptual roles of education practitioners in multiple ways, which range from the demand for new professional attitudes, fusion of teaching methodologies and to fresh curriculum planning.