This text argues that contemporary society is postmigrant and that a postmigrant turn is therefore also necessary within ethics didactics and ethics teaching. According to Foroutan, the postmigrant society is one that recognizes itself as a country of immigration. It is characterized by the normative paradox that although equality of opportunity and justice are central normative foundations of society, reality by no means meets these demands. This can also be seen in schools, where equal opportunities are propagated, but educational success continues to depend on the social and cultural background of the learners. Especially in ethics lessons, which are themselves a result of negotiation processes in migration society, central postmigrant topics such as justice, equality, plurality or migration and tolerance are explicit subjects of teaching. Therefore, it is important that ethics didactics as well as ethics teachers and their lessons do justice to postmigrant present, which is also reflected in the classroom. The article outlines how this can be achieved.