This empirical study provides a rare glimpse inside one classroom setting to explore the ways one high school Civics teacher taught for pluralist citizenship in his rural community, in anticipation of looming urbanization. This study demonstrates concrete ways of teaching and learning to navigate difference and conflict in seemingly homogeneous classroom settings. Using a qualitative case study approach (Yin, 2018), data collected in southern Ontario (Canada) include classroom observations, teacher interviews, group interviews with students, and analysis of classroom documents. The findings challenge mainstream understandings of diversity typically embedded in some multicultural education and citizenship education scholarship to include less visible diversities as important elements of living in a pluralist democracy.