In this article, I discuss two areas of Andy Hargreaves' scholarship, teachers' identity and biography and the three periods of educational change spanning the 1960s to 1990s, that have influenced my work as a teacher educator and researcher. I describe research projects, including self-studies, in which I have examined the influence of teachers' identities and biographies on their beliefs and practices of responding to student diversity. I also explore how the topic of teachers' identity and biography are integrated into the courses I teach. Additionally, I describe how I have related the three periods of educational change--a period of optimism and innovation, a period of complexity and contradiction, and a period of marketization and standardization, along with the monocultural restoration--to corresponding policies and practices of responding to student diversity in the US and Ontario, Canada. Finally, I discuss a current project in which Andy and I are exploring core issues related to educational leadership and diversity.