This paper articulates lessons learned about without-prejudice teaching and learning from a researcher-practitioner who has experience in both developing and developed contexts. Developing countries often look to Western countries for education standards, but Western countries rarely look to developing contexts where theory is being generated about divisions and access to education. This comparative study integrates lessons learned from both contexts. It uses an auto-ethnographic methodology and draws upon phenomenographic research and critical theory. The need for "emic" (insider) without-prejudice teaching and learning practices is articulated in three lessons: 1. culture privileges for or prejudices against students' access to education; 2. beliefs systems allow or deny access to learning opportunities and environments; and 3. student--teacher relationship can interrupt prejudice.