In today's multicultural and globalized world, diversity, as a necessary component of human existence, plays a critical role in society. Therefore, promoting equity and embracing diversity in the field of education is crucial to provide equal opportunities for all learners by respecting and accepting their identities. Paying attention to the significant role of teacher education programs in the preparation of teacher candidates, we aimed to investigate the representation of diversity through the lens of social justice in the current EFL initial teacher education program implemented as a standardized program in departments of English language and teaching at state universities of Türkiye. With this purpose in mind, the courses provided in the program were evaluated with respect to diversity issues. To this end, the course descriptions and goals were inductively analysed from the perspectives of social justice. The findings revealed the existence of diversity issues in both compulsory and elective courses to some extent regarding three knowledge-based domains i.e., content knowledge, pedagogical knowledge, and general culture. Based on the analysis of the program and relevant literature, some implications and suggestions were proposed for teacher educators and program designers for a more diversity-sensitive and social justice-oriented teacher education.