Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are clarified in this article. The author outlines important concepts that contribute to teachers’ conceptual repertoires of diversity: color-blindness, cultural conflict, meritocracy, deficit conceptions, and expectations. The idea is that when teachers enter teacher education, their conceptions need to be addressed because these conceptions shape their curricula and instructional practices with P-12 students. The author concludes with a call to action for teacher educators and teacher education.