This inquiry explored student teachers’ and teacher educators’ multiculturalism discourses in an international English-medium teacher education programme in Finland. Four positioning strategies for original multiculturalism replies (typecasting and othering, withdrawing oneself, wording experiences and attenuating multiculturalism) occurred to a great extent amid both student teachers and teacher educators, yet with diverse implications. Teacher educators should be offered chances to collate and challenge their interculturality ideas in order to enable them to direct student teachers in considering theirs.