Namibia has adopted an inclusive education policy with emphasis on cultural and linguistic diversity. The policy encourages educators to adapt the curriculum and include content that reflects the cultural background of their learners. Despite these positive provisions, severely marginalized groups, such as the Omaheke Ju|'hoansi, continue to underperform and drop out of school at greater rates than learners from other groups. This article is based on ethnographic work in eight primary schools in east central Namibia and explores how educators understand and treat Ju|'hoan culture in schools. Analysis of the data points to preoccupation with superficial cultural differences that further marginalize Ju|'hoan learners. The study discusses the challenges of multicultural education for severely marginalized groups and questions its applicability in a highly segregated society.