Relying on a conception of intercultural education that treats it as an essential component of civics education, this article seeks to define the main competencies that must be mastered by those who would have this broad vision of education integrated into all schools, even schools in settings of little cultural diversity. After putting forward the main components of a program of study designed within such a framework, the article considers whether Quebec's Policy Statement on Educational Integration and Intercultural Education, published in 1997, and the reform to the education system begun in September 2000 provide avenues for ensuring the significance of intercultural education is recognized even in schools featuring little cultural diversity.