The basic assumption of this paper is that school's potential to improve cross-cultural relations as well as interpersonal relations in general is enormous. This assumption is supported by a number of theoretical considerations and by the analysis of some data we obtained from a study we conducted on the attitudes toward diversity and multiculturalism of pupils attending Italian schools. Our research findings indicate that both teachers and pupils seldom perceive school as a place that can provide this positive and significant opportunity. On the basis of participants' descriptions of their experiences it is possible to deduce that many of the difficulties in pupils' relationships with culturally diverse peers at school coincide with or are very similar to the difficulties in their relationships with peers in general, thus supporting the assumption that there are some common basic motivations underlying the acceptance or the refusal of "the other", be "the other" culturally diverse or not. Depending on the cases, cross-cultural relations among pupils at school can be characterized by empathy, curiosity, failed attempts or a dearth of attempts to get to know each other, indifference, resentment, envy, and refusal. Our results are analyzed within a theoretical framework which includes the concept of diversity, contact theory, multicultural ideology and competitive life pattern. Teachers' role in fostering pupils' cross-cultural relations is discussed and some educational interventions aiming to develop acceptance of and interest in diversity, as well as empathy toward outgroup members, are suggested.