It has become a truism that Britain is a multi-cultural society yet, as Mohamud and Whitburn argue, there is still a great deal of thinking to be done by history teachers in accounting for this diversity in the classroom. Mohamud and Whitburn consider approaches to both curriculum and pedagogy when it comes to teaching about the Somali community in the United Kingdom. Throughout this article, several important principles are raised which might well seek to guide history teachers who wish to consider more carefully their approach to teaching about British cultural diversity.