South Africa has gone through a phase that many thought was challenging and problematic to the population and to the world at large. Transformation in South Africa was one major step that did not only change the face of politics but also had drastic changes on social, education and economic arenas. This paper focuses on educational transformation that particularly took place in multicultural schools in South Africa. It is based on a research study conducted in secondary schools in Johannesburg, Gauteng Province. The aim was to investigate the perceptions of school managers and educators on the processes of education transformation and school integration with specific reference to multicultural schools in South Africa. It was found that there are still principals and teachers who perceive these issues as unimportant thus making them engage in them in a more passive and negative way. This research suggested the employment of intergroup contact theory to assist these school managers and educators with the processes and problems typically encountered in multicultural schools.