The purpose of the study, carried out in the Province of Alicante, Spain, was to know the degree of intercultural sensitivity of primary and secondary school students (Spaniards and children of immigrants) and teachers in situations of coexistence in culturally diverse classrooms. A descriptive correlation survey type design was adopted, in which the participating students (N=1163) responded to two questionnaires: 1) Scale of Intercultural Sensitivity and 2) Scale of Attitude and Teaching Style of Faculty to Cultural Diversity. The results show that the students of elementary and secondary education in the province of Alicante have a moderate sensitivity, being higher in primary education and more intense in immigrant students than in the native ones. Those students who perceived their teacher as very committed to diversity had a higher cultural sensitivity than those who observed in their teachers a less committed or neutral teaching style.