The purpose in this article was to examine teacher candidates' conceptualizations of the intersection between assessment and diversity at the end of their initial teacher education program. At the onset of this study, it was expected that teacher candidates would be able to articulate a professional stance toward each of these core-teaching competencies discretely but that they may not yet be able to articulate an integrated approach to using assessments to support individualized teaching and learning. This expectation was held because of the bifurcated nature of preservice teacher education in the areas of assessment and diversity. Despite policy mandates (NCLB, 2002; USDOE, 2010) and professional competency standards (Brookhart, 2011; JCSEE, 2003, in press) that require an integrated teaching approach, few teacher education programs provide teacher candidates to operationalize the linkages between assessment and educational diversity as these topics are typically taught in separate and discrete courses (Crocker & Dibbon, 2008; DeLuca, 2012a, 2012b; DeLuca & Klinger, 2010). While the dominant finding from this study-that the majority of teacher candidates articulate relatively superficial connections between assessment and diversity-is not surprising, results do highlight strengths and gaps in teacher candidates' conceptualizations of assessment and diversity.