Birgit Hüpping examines the subjective perspectives of primary school teachers regarding the educational approach to migration-related heterogeneity. The analysis focuses on actor- and action-related as well as institutional levels within the context of schools. In a qualitative interview study, the author demonstrates that the heterogeneity of the student body is fundamentally acknowledged and perceived in its various and diverse dimensions. However, when it comes to the implementation in educational practices, several complexity-reducing strategies come into play, which can be highly problematic in their potential effects on the personality development and educational success of individual children or groups.