In light of the highly charged public debate on cultural belonging and a theoretically advanced discussion in the social sciences about interculturality, it is surprising how little empirical research knows about what happens when intercultural concepts become practically applied in education. This case study responds to this gap and exploratively shows what consequences the introduction of intercultural concepts in the classroom can have for the involved actors in the school. Following a previously multifaceted theoretical discussion, dense and detailed insights into intercultural educational practice and its socializing effects emerge from reconstructions of school interaction scenes. It becomes clear what structural problems arise in the practical life of schools when faced with a horizontally oriented perspective.