Nigeria’s rich linguistic and cultural diversity shapes its educational landscape in profound ways. With over 500 indigenous languages and more than 250 ethnic groups, teaching psychology in Nigeria occurs within a uniquely multilingual and multicultural environment. This chapter examines how psychology education in Nigeria currently addresses and should address these realities to enhance student wellbeing. Drawing on Cognitive Load Theory, Social Cognitive Theory, Emotional Intelligence, and Social Identity Theory, the discussion explores the influence of language and culture on cognitive processing, academic engagement, and identity formation. The analysis identifies gaps in current teaching practices, including limited integration of indigenous knowledge systems and culturally responsive pedagogy. Recommendations include revising curricula to reflect local contexts, training educators in multilingual strategies, and embedding trauma-informed and culturally grounded approaches. By positioning psychology education with Nigeria’s diverse realities, the discipline can better prepare graduates to support mental health, foster inclusion, and enhance learning outcomes in a complex multicultural society.