The changing demographics in public schools have called for strategic changes in how students in general and special education are educated. While this trend is increasingly becoming apparent, many educators and leaders are still entrenched in traditional methods of learning and teaching. As a result, culturally diverse exceptional students continue to be misidentified, misassessed, miscategorized, misplaced, and misinstructed. These entrenched practices have ramifications for preservice and inservice obligations of teacher education and leadership programs. This article discusses the impact of demographic changes on public education for culturally diverse exceptional learners. In addition, it discusses how teacher preparation programs can be made accountable to all learners.