Using the research question "How do urban teacher candidates (TCs) understand socioeconomic, racial, and cultural diversity in resegregated urban educational contexts," this case study examines the perceptions of preservice K-8 teachers in an urban education program. These TCs complicated diversity by focusing on "unseen" elements that are often overlooked or unpacked in superficial ways in teacher education. We examine how diversity is represented by examining the ways in which an all "Black" or all "Hispanic" classroom can be diverse. This study's findings may contribute to changing how teacher education programs present diversity in urban classrooms. (Contains 1 note.)