After 62 years of independence and several events of ethnic violence, the authorities in Pakistan realized the need for a more inclusive and less exclusive/theocratic national education policy in 2009. Owing to specific social, economic, and political issues, educational structure in the public sector could not digest the liberal discourse accommodating cultural and ethnic diversity. Unlike the public sector, Pakistan’s private sector educational infrastructure is in a better position to respond to such changes. Against this background, through qualitative content analysis, this chapter explores how the private elite sector in Pakistan has rejoined the changes in educational policies that acknowledge the need for universal brotherhood and respect for cultural and ethnic diversity within the state. This study aims to explore how elite schools nurture young minds to deal with pluralism and cross-culturalism through history textbooks. This study confirms that history textbooks prescribed in elite schools in Pakistan pay scant attention to the portrayal of cultural, linguistic, religious, and regional minorities in Pakistan, especially after its independence. Although some multicultural or multi-ethnic experiences are recognized in historical works prior to the British partition of India, minorities’ modern lives and contributions are often excluded. This exclusion may hinder students from valuing the diversity of culture in Pakistan, leading to the alienation of minority groups. The study suggests the need to develop a multicultural and diverse curriculum that effectively portrays the society of Pakistan and kindles everybody’s feelings of patriotism.