A critical piece of teacher education is to create opportunities for teachers to come to understand their cultural selves and the ways in which they intersect with the cultures of their students. Such understanding is an essential quality of culturally responsive pedagogy, a prospective means of transforming education for historically marginalized learners. This paper examines 23 teachers' growing recognition of cultural difference and its influence on pedagogy and teacher-student relationships. Data sources include teachers' cultural autobiographies and dialogue within a graduate course on diversity at an American university. Qualitative analyses examine how teachers construct their cultural narratives with respect to dimensions such as race, ethnicity, socioeconomic status, and language as well as how teachers relate these to the larger community. Through course interactions, teachers began to articulate new understandings of cultural privilege and inequities that constrain educational possibilities. Findings point to the strength of narrative in teacher education for cultural responsiveness.