In an increasingly globalized world, educators face the challenge of teaching in classrooms that encompass a wide range of cultural backgrounds. This study explores the experiences, strategies, and challenges of English as a Second Language (ESL) teachers working with culturally diverse students, highlighting the importance of intercultural competence and inclusive teaching methods. Utilizing qualitative data from interviews with four experienced ESL academics, the research examines how educators integrate cultural sensitivity into their classrooms and apply the ARCS Model—Attention, Relevance, Confidence, and Satisfaction—to maintain student engagement and foster a supportive learning environment. The findings reveal that successful teaching in multicultural settings goes beyond language instruction; it requires empathy, cultural awareness, and a flexible approach to address diverse learning styles and classroom dynamics. Despite challenges such as differing communication styles and cultural misunderstandings, educators use adaptive strategies, including group work, cultural presentations, and individual support, to create an atmosphere of respect and inclusivity. This study concludes with recommendations to enhance multicultural competence in ESL education, advocating for ongoing professional development and culturally relevant teaching practices. By embracing these strategies, ESL educators can empower students from varied backgrounds to achieve both linguistic proficiency and personal growth in a globalized educational landscape.