Education research literature is rife with images of pre- and in-service teachers in urban settings. Entire publications are grounded in the study of this population (see Journal of Urban Education, Education and Urban Society, The Urban Review, Perspectives on Urban Education, The National Journal of Urban Education, and Rethinking Schools). In contrast, the literature landscape featuring teacher educators responsible for preparing teachers to teach offers sparse images of their backgrounds and experiences (Cochran-Smith & Zeichner, 2005). Additionally, images of teacher educators' understanding of matters of diversity are further muted. The knowledge base in teacher education often ignores the background, experiences, and training of teacher educators' "writ large", and particularly absent are those working in programs preparing pre- and in-service teachers to be responsive to the rich demographic diversity of their students. This article adds to the teacher education landscape and provides a sharper image of teacher educators by investigating education faculty working in a program that foregrounds the relevance of diversity in teaching and learning. (Contains 1 table and 2 notes.)