Every education system has the potential either to aggravate the conditions that lead to violent conflicts or to heal them. Having understood this, Sri Lankan Education system introduced curriculum changes to facilitate ethnic reconciliation in the country. The present research attempted to discover whether these curriculum changes were successful enough to inculcate respect for ethnic pluralism in the students. For this, a purposive sample of students and teachers of both majority and minority ethnic groups in a ‘multiethnic’ school were selected to find their perceptions on other ethnic groups through questionnaires and interviews. The findings confirmed that reforms introduced to help the young people of the country to be resilient to the ethnic issue by fostering values of inclusion and equality were not successful enough. Moreover, the findings also show that the responsibility of achieving such a task does not lie only on policy level, but greatly on the hands of the schools which are supposed to create environments to practice what is taught through good classroom practice as well as extra-curricular activities. However, it is evident that such steps, that the schools could take, are limited by the education system itself as schools are ethnically segregated institutions except for a few multiethnic schools. The findings also prove that even the so-called multiethnic schools remain largely ethnically exclusive in terms of management, policy making and enrollment which in turn hinder the attempts of inculcating positive attitudes towards ethnic pluralism. However, quite optimistically, it appears that this disparity has not affected the academic performance of the minority students.