This paper explores a narrative approach to diversity in teacher education. One story is presented, initially without context; as layers of context are added additional possible readings of the story are suggested. A second story is contrasted with the first by using a three-dimensional space--temporal, interactional and in-place--to provide context for the stories. Using the framework the stories are analyzed and a distinction is made between "teacher knowledge" and "knowledge for teachers." The resulting implications for teaching about diversity in preservice teacher education are explored.