This study was conducted at an important chronological turning point with regard to the structure of the Greek community and Greek supplementary schools in the UK. This paper, following a mixed-methods methodology, aims to examine whether pedagogic practices and norms of the past that took place in Greek supplementary schools continue to exist today, in a word of continuous socio-political changes. This is undertaken with a retrospective examination of the education of Greek immigrant children in the UK in the past, an examination of how pre-existing, primordial notions of culture and ethnicity influence pedagogic practices and how these influence students' motivation and identity development at present. The findings call for a revisiting of policies, as well as curricular and pedagogic practices in Greek supplementary education, in order to reflect the current fluid and constantly changing context.