In this third article in a series exploring diversity and inclusivity in Montessori, the authors build upon their previous treatises on why this work is imperative and how identity formation sets the stage for supporting the nuances of diversity. As a Montessorian educator, there is a need, as adults, to be willing to lean into one's own transformation by hearing the personal truths of diverse voices from the Montessorian community and beyond. This ability and willingness to learn from and relate respectfully to people from both one's own culture and other cultures defines the term "cultural relevancy" and provides a starting point for educators to begin (or continue) to minimize their harm and dismantle systemic oppression. This article amplifies the voices of the authors' esteemed colleagues Trisha Moquino, of Keres Children's Learning Center, in Cochiti Pueblo, New Mexico, and Johnny Boucher, of Eduarto Mata Montessori School, in Dallas, Texas. [For "Exploring Diversity and Inclusivity in Montessori (Part 2)," see EJ1313403.]