During the 1990s, the educational systems of the Baltic countries, newly independent of the Soviet Union, underwent rapid and far-reaching change. National educational traditions were re-established and the countries achieved an internationally recognized quality of education. In the second half of the past decade, however, it came to be increasingly asked whether the existing national curriculum actually serves the interests of all those participating in the education process in an equitable way. Another question is whether it directs learners towards acquiring the necessary skills for succeeding in a culturally pluralistic society. The present paper will analyze how the principles of intercultural education are reflected, above all, in the national curricula of Estonian and Latvian comprehensive schools. Comparisons will be made with the Nordic-Finnish, Swedish and Norwegian curricula and their approach to intercultural themes. The paper will also try to answer the questions whether and how the Nordic curricula could serve as role models for the Baltic countries.