Our current context has a rich landscape in belief diversity, which manifests itself in very different ways and which also translates into schools. This descriptive research seeks to estimate the status of the training that future teachers receive through the University of Murcia’s ‘Master’s degree in the training of teachers in compulsory secondary education and Baccalaureate, vocational training, language teaching and artistic teaching’ with regard to the management of the diversity of beliefs from the paradigm of Intercultural Education for the secular school. Based on a survey, previously validated by an expert group, all teachers with teaching were invited to express their perceptions in the academic year 2013/2014. Despite the significant mortality of the sample, the results show that training on these subjects is in a precarious situation. The analysis has revealed a number of difficulties and controversies which, according to the data available, represent a problem that deserves consideration in relation to the needs of the school. In conclusion, this research reveals a sensitive deficit which, in view of the arguments put forward in the first part of this work in relation to multiculturalism and the promotion of more inclusive and democratic education, requires a transformative and in-depth reflection at a time when education is particularly needed for coexistence and peace.