This narrative inquiry explored how world language teachers interpret, rationalize, and integrate multiple forms of diversity in the instruction of culture. In this investigation, 17 instructors at one independent secondary school in the northeastern United States were interviewed. Findings suggest that most participants (15 of 17) incorporate cultural diversity in their teaching practices, and three participants incorporated the diversity of their student populations in assessments. Further, several teachers draw upon student interests in their teaching practices and some instructors consider the intersection of their social and professional identities in their instructional approach to diversity. These findings, buoyed by empirical literature, contribute to the scholarly investigation of diversity and inclusive practices in world language pedagogies. Practical implications for world language teaching are discussed.