In this article, the author contends that, in many ways, our classrooms are like our homes. How much time, energy, and thought do educators devote to making the classroom (or school) environment welcoming for the students (their guests)? Expanding upon this analogy, the author equates preparing a meal for guests at her home with preparing the lesson plans or curriculum at school. In both our homes and our schools, thought should be given to the safety and comfort of guests. The environment should be clean, and the host (teacher) should be prepared, organized, and pleased to have company. In both settings, consideration should be given to seating arrangements designed to maximize comfort and productive conversation, and the likes and dislikes of your guests should be taken into account. As schools and communities become increasingly diverse, the need to create welcoming learning environments is even more critical. Students who bring cultural differences to classrooms want to be respected, appreciated, affirmed, and validated. According to the author, these students want a classroom where: (1) diversity is recognized and honored; (2) cultural mismatches are minimal among students and teachers; (3) teachers take the time to get to know students for the unique individuals they are; (4) formal and informal assessments are fair and equitable; (5) materials are culturally relevant and meaningful; (6) lessons plans and activities are infused with multicultural content; and (7) teachers display cultural sensitivity and competence.