The study examined seven early literacy classrooms to determine whether they mirrored the diversity in the classroom and community. Upstate New York has experienced double-digit increases in diversity indices since the 1980s. Instruction must keep apace. Analysis of observation and interview data using Constant Comparative Analysis and Classical Content Analysis revealed that race, ethnicity and culture featured strongly, though not in minority-dominant classrooms. Disability and language featured at low levels. Use of resources allowed students to be voyeurs, though not forgers of intergroup connections or purveyors of empathy. Teachers needed rich material and structured guidance in how to use them.