Educate Together: An inclusive response to the needs of a Pluralist Ireland? Ireland has undergone profound changes over the last twenty years. These changes have impacted on all aspects of Irish life not least in the area of compulsory education. Irish classrooms, reflecting the conditions prevailing in the broader society, have become more diverse environments during this time. This thesis examines how one element of the Irish education system, Educate Together, reflects this diversity in how it operates its curriculum, how it manages and evaluates its practices and how these actions are perceived and understood by a range of stakeholders. The research was informed by an EU wide research project into inclusion in European education systems. Taking a case study approach and operating within an interpretive philosophical framework, the research gathered perspectives from parents and school principals from a number of Educate Together schools in Dublin and surrounding counties. The views of representatives from a number of agencies working in the sector were also sought. The main findings of the research focus on a number of themes including the training demands and provision for those going to work in Educate Together schools, the management and evaluation of curriculum processes and practices in a range of schools and the involvement of parents in the schools.