IntroductionNowadays, we observe in several countries that immigrant students do not have academic results equivalent to those of their native classmates (Pisa, 2003). This essay concerns the different academic results of immigrant and Pontic Greek students in Greece. The first section of this essay focuses on immigration to Greece and explores the reasons for increasing immigration to Greece, the second explores the attitudes of Greeks towards immigration, while the following section highlights the racism and xenophobia in Greek society. The fourth section focuses on this country's ethnocentric curriculum, while the next section focuses on differences in socioeconomic status and cultural capital in relation to these two immigrant groups. Finally, the next two sections focus on intercultural education in Greece and its problems. Immigration to Greece Before entering into the procedure of analyzing our topic, it is obvious that we should explore the fact of immigration to Greece. In the first decades after World War II, many Greeks left their country and immigrated to many countries like the United States, Canada, Germany and Australia, which were more economically developed, because unemployment and poverty rates in Greece were extremely high (Katsikas & Politou, 2005), however, Greece today has become a country where many immigrants from different countries arrive, in the hope that Greece will offer them the possibility of having a better life (Triantafyllidoy & Veikou, 2002). Mediterranean countries have become a magnet for many immigrants, replacing traditional immigration countries such as Germany and France (Brenner and Fertig, 2006). Additionally, immigrants in Greece are overtaking the media, social issues, and Greece's immigration policy promotes racist attitudes toward immigrants (Hatziprokopiou, 2005). It is clear that the reproduction of racist beliefs and stereotypes has an effect on academic performance. As mentioned previously, Pontic Greeks are more welcome due to their “Greekness” (Triantafyllidoy & Veikou, 2002), therefore Pontic Greek students do not have to face racist stereotypes in education, this question, help us understand that they are more likely to have better academic results than other immigrant students. Of course, Greece's homogeneity and racist attitudes toward immigrants are not the only reasons that have an effect on educational outcomes. The next section discusses another important reason that drives differences in educational outcomes, namely curriculum..