In this paper, I present the findings of a longitudinal study into the perceptions of linguistically and culturally diverse practicing teachers in a graduate program in the United Kingdom (UK) with regard to pedagogic practices deemed successful in helping them negotiate access to an academic community of practice. It is argued that an approach which seeks out these students' views, and the ways these change over time, enables new, more comprehensive, and more critical understandings of the relationship between notions of cultural and linguistic diversity, learning, and pedagogy which can inform both practice and theory for the WAC movement. In this paper, I present the findings of a longitudinal study into the perceptions of linguistically and culturally diverse practicing teachers in a graduate program in the United Kingdom (UK) with regard to pedagogic practices deemed successful in helping them negotiate access to an academic community of practice. It is argued that an approach which seeks out these students' views, and the ways these change over time, enables new, more comprehensive, and more critical understandings of the relationship between notions of cultural and linguistic diversity, learning, and pedagogy which can inform both practice and theory for the WAC movement.