Within the framework of multicultural education, a school-based teacher training program was implemented in a public preschool in Nicosia, Cyprus, where a large number of migrant pupils were enrolled. The main goal of the program was to create a basis for reflection and interaction among the teaching staff about issues related to the social and learning development of migrant pupils. The approach was based on a model for teacher change which focuses on enactment and reflection. Specific methodological aspects were applied in a session related to language instruction, which was carried out and observed by the school teaching staff. The main conclusion was that most of the migrant pupils reacted positively: they played an active role and their participation increased. This teacher training program enabled the teachers to realize how they, as professionals, are influenced by their own experiences and they also recognized the limits of their competences and expertise.