This article explores how the contexts of secondary English teaching in Ontario, Canada, interacted with one teacher's identity to produce teaching perspectives and practices that were monocultural in nature and limited in their multicultural and antiracist emphases. In doing so, the article contributes to educational research that explores the range of factors that influence English teachers' educational practices. The article considers how school-based professional development might support educators in effectively teaching diverse student populations. As such, it adds to the literature concerning how teachers may respond to student diversity despite the pressures of educational standardization. (Contains 4 notes.)