The most basic challenge offered by the working-class student is the challenge to recognize that the attitudes and expectations underlying our typical concerns and methods are not transparent. The very notion that ideas matter can be difficult for working-class students to accept. Even more than academic assistance, that student may need help dissociating the need for support from notions of personal weakness. But first, faculty must be encouraged to read that student's aloofness as something other than what it appears to be: a perverse refusal to take advantage of the resources college offers. Such perceptual gaps between teachers' ways of thinking and those of some of their students suggest the vast terrain to be traversed before teachers can claim more than a superficial dedication to diversity. Acknowledging diversity in higher education means acknowledging different attitudes toward and experiences with learning itself. A genuine pursuit of diversity, then, would move beyond merely inclusive practices in admissions policies or classroom politics (efforts that, in regard to the working class, remain inconsistent) and toward a more reflective consideration of the implications of teachers' ideological values and everyday expectations for nonmainstream groups. This article concludes that until these issues are addressed, what diversity is or whom it benefits has not been thoroughly considered. And running the risk of "diversifying" only in the ways that least threaten established modes and ideals continues. (Contains 1 note.)