Increasing diversity and linguistics complexity in classrooms is occurring in schools throughout the world. Bilingual teachers need to develop knowledge and skills to succees in teaching diverse students. Demographic shifts are bringing increasing numbers of international students from diverse racial, ethnic, religious, class, and linguistic backgrounds into the United States' public schools. The goal of this article is not to debate whether it is important to address diversity in the public schools. Instead, the goal is to help teacher educators think about diversity in a global and integrative manner by providing important and valuable perspectives about the internalization of teacher education.