This article features a vignette that illustrates how one teacher constructed an equitable classroom space. The author believes such spaces are important because all beginning teachers teach diverse students that may differ culturally, racially, socioeconomically, linguistically, and in academic and life experiences. These spaces support teachers in becoming aware of and challenging the assumptions they make about students' academic preparation, social knowledge, and access to resources on the basis of their students' characteristics. Being more intentional about choosing to incorporate even one of these features into a teacher's regular practice can support students and improve teaching practice over time.