Do teacher candidates who identify as White and European American think about issues of difference in ways that vary distinctly from teacher candidates who identify as Latina/o or Hispanic? In this article, we engage with the literature on culturally relevant teaching that suggests teacher candidates of color are more likely to have some of the characteristics of culturally responsive teachers than are White teacher candidates when they enter teacher preparation programs. By comparing the attitudes of teacher candidates from a majority Hispanic-serving university and a university that serves mostly White and European American students, we question the idea that certain bodies are coterminous with particular ideologies. (Contains 4 notes and 3 tables.)