This research explored teachers' views on the challenges they face teaching in multilingual and intercultural classrooms. The aim was to capture the opinions and experiences of the teachers regarding the practices they adopt to manage the ethno-cultural diversity of refugees and immigrants, thus dealing with any challenges and problems that emerge. The research sample consisted of 10 teachers working in public schools as well as in NGOs. The research adopted the qualitative methodology by conducting interviews with the participants. From the research data that emerged, it becomes clear that the management of the multilingual classroom is a complex issue that preoccupied and continues to preoccupy teachers. They face several problems and challenges which they try to manage in various ways. They utilize and consider the use of the students' mother tongue important and try to create a safe environment for their students in order to develop their confidence and to be able to effectively intervene by providing their students as much as they can. An important fact that also emerged is that teachers make every effort mainly on their own initiative since the support they receive from the official education policy is not sufficient. Despite the difficulties, problems and shortcomings they face, teachers are not indifferent to the refugee and immigrant students in their classrooms, but on the contrary they make every effort considering it their personal responsibility and obligation to do what is possible and best for them the students. They have turned it into a personal matter, that is, the satisfaction of students' needs despite the difficulties they themselves face and which they try to deal with through their own effort and initiative.