It is widely recognized by state and national teacher accrediting agencies that there is the need for preservice teachers to have dynamic experiences in working with diverse student populations (i.e., English Language Learners, varying socioeconomic statuses, exceptionalities, different family structures) in order to appropriately address the needs of diverse students when they have their own classrooms. However, it is not uncommon for preservice teachers to have superficial experiences with diversity, where the experiences may reside in one course (i.e., Multicultural Education) or may be reminiscent of their childhood experiences (i.e., White preservice teachers working with White students and Black preservice teachers working with Black students). This article provides an overview of an approach to diversity taken by our Educator Preparation Program as we recognize that preservice teachers need to have well-designed experiences in order to be well equipped and prepared for the diversity of the unexpected upon entering the teaching profession. We address this notion from the lens of a single gender, liberal arts, Historically Black College, as we strive to engage preservice teachers in rich experiences to challenge existing cultural perspectives and ignite new knowledge, as they are prepared to be culturally competent teachers who have the ability to effectively teach students across the country.