Finland has a rather unique model of non-confessional worldview education that draws on pupils’ “own worldview”. Internationally this model has been applauded for ensuring freedom of religion and belief, but in Finland it is regularly debated. In this chapter we employ a wider notion of worldview education that takes into account the role of worldviews in school culture and allows scrutiny of how all education is nested in a system of values and can be analysed as education into (and from) worldview. We introduce the foundations of worldview education in Finnish basic education, and analyse negotiations about the inclusion of worldview plurality in the every-day life of schools in light of our empirical studies. We argue that, despite the official multiculturalist and inclusivist ideals, unrecognised monoculturalism prevails in Finnish schools as majority worldviews are not seen as worldviews but deemed universal and therefore neutral. This universalism induces perceptions of religions and worldviews as “the problem” in school: while more superficial cultural differences are celebrated, recognition of diversity at the more profound ethical, ontological and epistemological level would demand willingness to question the universality of the core values and ideals of the education system. We discuss the necessity and prospects of departing from monoculturalism and moving towards critical worldview education.