Ethnic community organisational infrastructures such as community associations and educational institutions have emerged as a basic element in the development of a multicultural society such as that of Australia. The institutional self-sufficiency that immigrant communities have developed in meeting their migration and settlement needs has been a critical factor in determining their continuity, the degree of cultural maintenance and their relation with the other ethnic groups as well as with the broader society. The Greek community as the second largest non-English speaking community in Victoria has established a complex network of social community structures such as welfare organisations, brotherhoods, educational institutions and churches to serve its needs. The present study focused on the operation of Greek part-time ethnic schools, which have been constructed as the key community strategy with regard to the transmission and promotion of the Greek culture and language over the last century, especially in the post-WW II period. The dissertation was centred around two research questions examining: i) the situation and role of part time Greek ethnic schools in the context of the Australian multicultural society, the Australian schooling system and the Greek community in Australia, fifty years after the mass migration movement from Greece and Cyprus began during the 1950s, and ii) the educational practice and success or otherwise of the part-time Greek ethnic schools in maintaining and developing the Greek language and cultural heritage as well as supporting the Greek- Australian identity amongst second and third generation Greek- Australians.