This qualitative study involved teacher candidates' entry and exit survey responses from one teacher preparation program. From survey items about whether these teacher candidates think student demographics impact upon classroom management, we found that teachers at the beginning of the program started to recognise that students are indeed diverse in many ways, but contrasted in how they would respond to student differences accordingly. At the end of the program, teachers were more robust in their responses but differed with one another in being either equitable or equal in their classroom management strategies. Findings have implications for teacher education for creating learning environments that are more culturally-responsive towards students' individual needs.