Multilingualism and linguistic and cultural diversity are closely related to globalisation, increased transnational mobility and increasing refugee populations. Multilingual education presupposes not only the teachers’ proficiency in several languages, but also their knowledge and understanding of the processes entailed in language acquisition, theoretical and pedagogical models, approaches that are focused on the development of multilingual competence, teaching strategies, language and content integration, and language policies and ideologies related to language teaching and language use. As it is important to include a critical language awareness component in teacher-training programmes to ensure that there is a connection between theory and practice, this study investigated the beliefs of future teachers of English as a foreign language (EFL) in Cyprus regarding multilingualism, multiculturalism and inclusive education. The participants were 100 university students (third and fourth year), who were future EFL teachers, during a teaching methodology and teaching practicum course. Their ages ranged from 18 to 25 years, their first language (L1) was Cypriot Greek and they all resided in Cyprus at the time of the study. The students were asked to complete questionnaires, participate in semi-structured interviews, write online blog entries based on the discussions/materials concerning the topics of multilingualism/multiculturalism and diversity/inclusion in EFL classes that were covered in the classes, as well as the teaching methods, approaches and techniques that could be implemented in linguistically and culturally heterogeneous classes. The analysis of the data showed that the future EFL teachers had positive attitudes towards multilingualism, multiculturalism and inclusive education, and felt that these aspects should be promoted.