There are countless Schools and Colleges of Education around the country touting strong commitments to cultural and linguistic diversity (CLD), culturally responsive teaching, and multicultural education in their teacher-preparation programs; however, we are still seeing critical masses of graduates from these programs teach (and assess learning) in ways inconsistent with the aforementioned ideals. This article uses my life-experiences to inform and discuss what the core foci of teacher-preparation programs should be in rapidly changing P-12 environments.