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This paper presents research findings that focus on analyzing the conditions that enable and/or complicate the development of the critical intercultural approach in Pre-schools and Primary schools. To this end, three case studies were conducted in schools in the Spanish Autonomous Region of Andalusia. The main data production techniques used were: participatory observation, interviews and documentary analysis. The results are organized around three dimensions of analysis: the concept of inequality and/or diversity as a driving force for change in schools and the opening-up of the school setting as a challenge/ reproduction of cultural homogeneity and hegemony. The findings show how the dynamics and interactions that exist within these schools provide opportunities but also create limitations when it comes to shaping new intercultural realities. [ABSTRACT FROM AUTHOR]