This study explored the perspectives of a group of teacher educators of color in an effort to capture their perceptions of teaching and teacher education. The purpose of the study was to find out what teacher educators of color bring to their work and to the teaching profession--what are their experiences, goals, intentions, passions, challenges and hopes--and how they see themselves in relation to their White peers. The data indicate that one strong theme that exemplified the responses of all members of the group--their experiences, goals, perceptions--was diversity. Respondents clearly placed "issues of diversity at the center of their teaching" practice as well as their thinking about all facets of teacher preparation including advisement, curriculum, supervision, and student teaching. For these teacher educators of color, it was patently evident that diversity is integral to teacher education, fueled apparently by their deep concern for "the demographic imperative" which demands "that the educational community must take action in order to alter the disparities deeply embedded in the American educational system." By firmly centering their practice in diversity and social justice, the teacher educators of color in this study underscore that multicultural education cannot be an add-on in teacher education. Rather, their responses indicate that they believe that multicultural education must be woven throughout teacher education as "a comprehensive approach to the teaching role which informs and guides all aspects of classroom practice." (Contains 3 notes.)