Some research studies indicate that a content knowledge gap exists between minority and non-minority children, especially young children from poor families. One factor contributing to this problem may be that teachers expect minority children to learn subject matter at a slower rate than their counterparts. It has been found that teachers' attitudes indeed vary by gender, race, ethnicity, and native language of the learner (Washington, 1982, p. 60). Tettegah (1996) refers to this notion as the "cultural mismatch" between teacher and student. This mismatch has been closely tied to the quality of education that a child is likely to receive as well as his opportunity for learning. This phenomenon might account for the learning gap that exists between minority and non-minority children. This article explores teachers' perceptions of English language learners (ELLs) and racially diverse learners and present research-based methods proven to challenge teachers' notions and thereby decrease learning gaps that exist between minority and non-minority students. The authors first investigate teachers' perceptions of black and white children's capacity to learn; then, they examine teachers' views on other minority children; following is an analysis of preservice teachers' views of minority students; and, finally, they discuss the impact of teachers' perceptions on children's learning outcomes and self-perceptions.