This study aims to analyze how the conception “Multi culture” is portrayed in the Swedish syllabus for history. The study will also analyze if this portraiture differs between the syllabuses for the history subject for the three different stages of the Swedish school system, the primary school, the middle school and the upper secondary school.The study is based on theory’s related to curriculum theory and multi culture research. This study is to be looked at as a contribution to the didactic research related to the Swedish curriculum and multi culture studies in a school context.The result of the studies indicates that there is a clear will to integrate multi culture and multi culturalism in the syllabus but also that the word multi culture is not used in the syllabus. The conception of multi culture exists within all the three syllabuses but not in written words. Other words are used to portray the conception of multi culture and multi culturalism, but they are clearly relatable.The result of the study aims to be used as a foundation or inspiration for further and more in-depth studies of the current or future curriculum with the concept of multi culture as a perspective.