The paradox of the nation's teacher preparation programs is that "everything" is about diversity and social justice in the preparation of teachers and, simultaneously, "nothing" is about diversity and social justice in the preparation of teachers. Across teacher education, there is wide consensus that preparing current and prospective teachers to teach for diversity and social justice is a serious and pressing, even urgent, matter. Consequently, "teacher educators must focus their efforts on developing programs that better prepare future teachers for the realities of 21st-century classrooms." In response, most teacher preparation programs report having incorporated teaching for diversity and multicultural education into their curricula. In this article, the authors explore this diversity paradox in teacher education through the lens of White privilege--the historical privilege of characteristics associated with being White, a primary English speaker, male, heterosexual, Christian Protestant, and middle class. Drawing from their combined professional experiences as teacher educators in historically White teacher preparation programs, they consider what the diversity paradox in teacher education says about race and social justice, about being White and learning to teach, and about teaching future teachers.