This qualitative phenomenological study used narrative research to investigate the diversity gaps in teachers' preparedness and their perceptions of diverse teaching methods in multicultural middle school classrooms. The student population became diverse in the last years. To close the diversity gaps, create equity and social justice it was critical to determine how teachers felt about their preparedness to meet the needs of diverse learners in their classrooms. 10 middle school teachers from different content areas expertise with varied years of teaching experiences were interviewed about how prepared they felt in their teacher preparation program, the types and amount of professional development they had through their districts or their school, and how they created advocacy for diversity within their classrooms and educational organization. It was determined that there was a need for teacher preparation programs to include more classes that focus on multicultural education, culturally responsive teaching, and teaching diverse classrooms. Moreover, there was a need for more professional development to assist teachers with the equity work required to manage the changing demographics in their classrooms, and that relationship building was essential to developing an equitable educational environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]