Research has explored multicultural teacher education from multiple, sometimes divergent perspectives; yet, these studies agree that what passes for multicultural education fails to address issues of educational inequity. This paper is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS)--a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and "protect" LGBTQ students through the "safety" discourse--a form of understanding and valuing the "cultural other"--and investment in one time "visibility" or "celebration" events as symbols of improved school climate. Further, educators framed LGBTQ issues as "risk" issues rather than as equity issues, which continue to mark LGBTQ students as "victims" or "problems" in need of saving or solving. We posit that responses to RSIS content reflect educators' understanding of their obligation to "diversity" as presented during their teacher preparation programs and that workshop content which resonated with them was that which they could easily fit into these familiar frameworks. (Contains 10 notes.)