Poor classroom inclusivity remains a pressing global concern. This study determined the significance of awareness on multiculturalism as a predictor and multicultural integration as a moderator of classroom inclusivity using the predictive research design. A multiple linear regression analysis was utilized, involving 274 samples selected through simple random sampling. Awareness on multiculturalism and multicultural integration are significant predictors of classroom inclusivity, with an 8% combined degree of influence on the latter. Multicultural education theory is affirmed. Conduct research utilizing other variables not covered in the study to account for the 92 % variance in the criterion variable. Further, the value of awareness on multiculturalism was recommended by conducting training relevant to the promotion of classroom inclusivity.