This study starts from the recognition that the reality of the European society in the 21st century’s globalization age. The European nations have gone through many changes, and they are now in the transition to the multiracial and multi-cultural communities. Here, in my study, I’ll examine the multi-cultural societies of Europe through the changes of the characteristics of European countries. The multi-cultural education in Europe has risen as a requirement to live together in pluralistic societies in which different races, languages and cultures are intertwined. In this sense, this study aims at examining the way the language is being taught in Europe. The language education was for the immigrants and their children. It was a solution for the social unification on national levels. In my study, I tried to find, to the best of my ability, the answers to two issues through examining the characteristics of England, Portugal and Czech Republic as cases among EU member nations in question. What post do the basic aims of EU’s integration movement hold in multi-cultural education? What goals are the multi-cultural educations of Europe going to reach? In conclusion, having different social dynamics, the EU member nation’s approaches toward the multi-cultural education system and its tradition are actually different and diverse within the countries in question. But they are based on two following discoveries. First, they are based on the basic aims of European unification that say “It aims at the integration between people not only between nations”. Second, they are based on the international cooperation as multi-cultural education being realized on communities policy level. Finally, I’ll offer what criterion are the most important factors to the multi-cultural education’s positive and negative aspects. Key words : European Union, Union Citizenship, multi-cultural education