For India as a culturally diverse nation, educational policies have been guiding and shaping its education system since India’s colonial independence in 1949, offering a window into a nation’s educational trajectory. Including mathematics education. The frameworks by curricular directives foreground the principles whose implications are expected to be visible within mathematics state curriculum, textbooks and classroom teaching. It would be valuable to know the perspectives and actionable suggestions reflected in these documents that contribute to the idea of inclusive mathematics education in a diverse setting in India. Hence, this chapter presents policy review, synthesising the literature and examining India’s educational policies and curricular directives from the perspective of engaging multilingual and multicultural students in mathematics classrooms.