Teacher education programs face significant challenges in preparing future teachers for diverse classroom settings. Rising student socioeconomic and ethnic diversity is sharply juxtaposed against a relatively homogenous preservice teacher population. This article advances arguments that support the incorporation of service-learning experiences into New Zealand Preservice Teacher Education programs to mediate the ethnic, cultural, and socioeconomic polarization of pupils and their teachers by providing additional preparation for teaching in disadvantaged school contexts. The benefits of including service learning into New Zealand teacher education programs will be discussed as they relate to best practices for preservice teachers and by association the schools and pupils they serve.