In an era of increasing globalization and cultural diversity, new demands are placed on history education in the Swedish school system. History plays a crucial role in fostering students’ understanding of their surroundings and promoting respect for diverse societies and living conditions. To support this, teaching must move beyond a Eurocentric narrative and include a variety of cultural and social perspectives. This study investigates how upper secondary history teachers address multiculturalism within the thematic area of industrialization, and how their content choices, perspectives, and geographical focus are shaped. It also explores the opportunities and challenges teachers face when incorporating global perspectives. The study is based on qualitative interviews with six certified history teachers from two Swedish municipalities.The results show variations in how teachers organize the industrialization unit, largely due to limited instructional time requiring content selection. A recurring theme is the teachers’ limited knowledge of non-European history, which affects their choices. Although digital resources are seen as helpful in diversifying the narrative, they are underused due to uncertainty. The study analyzes these findings through intersectional and intercultural lenses, offering insight into which voices are included or excluded in history teaching. It concludes by highlighting the didactic challenges and opportunities in a global, multicultural education context.