Australian schools are diverse, and support students from a wide range of racial, cultural, and linguistic backgrounds, as well as students with disability. Ironically, efforts to ensure equally diverse teacher workforces have been ineffective. Attempts to improve broader representation in teachers have been hampered by a homogenous approach to teacher recruitment and education. In 2016, Literacy and Numeracy Test for Initial Teacher Education (LANTITE) became a graduation requirement for teachers. The aim of this research is to explore the test-taking experiences of students (pre-service teachers) from diverse backgrounds, and the stakeholders who support them. A thematic analysis of data from a larger mixed methods study revealed additional tensions for students from diverse backgrounds including unintended consequences such as traumatic experiences and having to encounter additional hurdles to be successful. This study provides unique insights into additional pressures and hurdles students from diverse backgrounds experience when completing this high-stakes test.