The influence of different languages, ways of life, patterns of thought and action and its resulting developments, are mirrored in the classroom. Student groups increasingly consist of culturally heterogeneous individuals. Such encounters of diverse cultural identities differ tremendously in the classroom and range from experiencing enrichment to causing conflicts and exclusion.Knowing these risks, this diploma thesis aims at dealing with crucial aspects of intercultural learning in order to make cultural diversity a valuable classroom experience. In particular, geography and economy lessons offer numerous connections content-wise; culture, identity and place have always played an important role throughout history, and thus the paper focuses on this subject. After the first section, which consists of an introductory part, section two deals with cultural diversity, which provides, alongside explanations of the terms culture, barrier and cultural encounter, the theoretical basis for further discussions on intercultural schooling and parenting. Section three gives an insight into the concept of intercultural learning and draws essential consequences for geography and economy lessons. In the subsequent empirical part materials are examined by making analyses according to the materials applicability and suitability for geography and economy lessons in the framework of intercultural learning. The comparison of the findings show that intercultural methods have great potential on the one hand, but that they also entail dangers concerning the application in geography and economy lessons on the other hand. In spite of several challenges regarding this sensitive subject, the examination of cultural differences is necessary for treating one another with respect.