Are there teachable "transferable skills" (TS) that might mitigate the limitations of a rural location--or indeed, the limitations any program might encounter in regard to diversity expectations? Following a study conducted in 2010 of how rural schools, colleges, and departments of education (SCDEs) attempted to meet the National Council for Accreditation of Teacher Education's (NCATE) diversity standard, the same researchers wondered if teacher educators using a TS orientation could help bring clarity to this unexplored pedagogical focus, informing the discussion around preparing future teachers for "other people's children" (Delpit, 1995). The second study focused on answering the following questions: (1) How is a TS orientation defined, especially as opposed to a single group focus (SGF) orientation?; (2) What are examples of transferable skills teacher educators seek to foster, and what are examples of ways teacher educators use a SGF focus?; and (3) Why would either a TS or a SGF orientation be effective for teachers in working with diverse students? This article discusses the conclusions drawn from data in the study, which suggest that regardless of whether teacher educators endorse a TS or a SGF perspective, they basically agree on the skills they consider critical for successful teaching, and recognize the need for cultural competence as a critical foundation for developing these skills. The researchers in this study argue that the knowledge and skills identified in this study are too critical to devalue, and a "toolbox" of both culturally contextualized learning and transferable skills, however rudimentary, is a formidable resource.