Most European Union countries and members of the Organization of Economic Co-operation and Development (OECD) are facing increasing learner diversity in schools and are accommodating increasing numbers of children from ethnic minority and/or migrant backgrounds. International surveys from OECD indicate that teachers are in need of professional training to better prepare them for working in multicultural and multilingual classroom settings. The aim of this article is to briefly investigate how curriculum in the 2013 reform of Danish teacher education suggests that student teachers address classroom diversity.