This article examines teachers' perspectives on interculturality and diversity within the context of upper secondary vocational education and training (VET) in Finland. Increasing diversity in VET education challenges teachers' sense of interculturality and their readiness to interact with and treat the "other" fairly. Compared to other European countries, Finland has much less experience with the inclusion of immigrants in VET. Qualitative data (interviews and open comments of VET teachers involved in social and health care training) were analysed through a template based on a critical and reflexive understanding of intercultural encounters. The results suggest the presence of cultural essentialism and cultural/national hegemony in teachers' talk about their work with "diverse students". There is also, however, awareness of positionalities and ideologies affecting communication as well as concern among VET teachers about equality and justice--two central issues which can lead to real and proper empowerment of all students in any educational context.