This article discusses didactic choises in A Multicultural School with a fair pedagogy. The concept of fair pedagogy scrutinizes the curriculum, the support of the teachers, the working methods, evaluation and communication of the school. As an increasing part of the students within vocational education having immigrant backgrounds are adults, their education should be seen from adult pedagogical perspective. Results concerning equitable pedagogy, based on an empirical research at four colleges of social and healthcare vocational education, are presented. The data was collected 2000-2001 through interviews, observations and by a questionnaire. The material was analysed qualitatively by using the content analysis method. The results show that both teachers and students require different forms of support. According to the teachers it is difficult to include multicultural issues in their teaching. They call for courage of the teachers to use creative didactic methods. The teachers feel unsure about how to evaluate the students and their results. The most experienced teachers underline the importance of teachers daring to require high demands for all students. Nobody benefits when the teacher is seeing through the fingers.