This study examines how one school's well-intentioned White teachers and students from diverse backgrounds--all of whom belong to their school's working groups created to address issues of diversity--conceptualize diversity. Utilizing a qualitative case study, the study shows a discrepancy between what teachers and students felt comfortable discussing, how they conceptualized diversity, and the degree to which both groups evaluated the rate of progress being made within the school. Despite their explicitly good intentions, White teachers' failure to access and incorporate the views of students participating in diversity working groups served to perpetuate the centering of White middle-class perspectives in the school environment and hindered equitable approaches to students from diverse races and ethnicities.