This chapter examines multicultural education in Thailand through a state-led initiative that introduce multicultural curricula development in public schools located in ethnically diverse regions. Using Derrick Bell’s interest convergence theory, it analyzes 15 ethnic knowledge books, three localized school curricula, and interviews with educators and an administrator. The findings show that multicultural contents rely on static, idealized portrayals of culture, are increasingly shaped by commercialization, and reflect limited input from ethnic communities. While expanding cultural visibility in education, the initiative primarily serves national interests such as unity, soft power, and controlled diversity management. This study contributes to understanding how policy, power, and cultural representation insect within Thailand’s evolving approach to multicultural education.