The authors present some of the results of an exploratory large-scale survey, conducted in 1994-1995, of representatives of the Ministers of Education and local school authorities, describing how cultural and religions diversity are considered in administrative norms and practices of schools in five Canadian provinces (British Columbia, Alberta, Ontario, Quebec, and Nova Scotia). Generally, the findings show that there is a notable presence of these considerations in all these cases. Among the conclusions, the authors point out the impor- tance of empirical research to further theoretical discussions regarding citizenship education and the importance of training of those with the task of implementing these programmes in schools.