This study examined how and to what extent a prekindergarten teacher's perceptions of ready children and diversity--which are influenced by broader societal culture--influence their abilities and ways of incorporating children's funds of knowledge into their practice. The methodology used was based on a descriptive case study of a teacher, Linda, who participated in a two-year professional development (PD) program that focused on using funds of knowledge in culturally and developmentally responsive early mathematics pedagogy. How Linda incorporated children's funds of knowledge when teaching mathematics was closely linked with her notions of the prototypical ready children and her essentialized understanding of culture and diversity. Findings suggest the importance of asset-oriented perspectives of each child and family and attention to cultural practices when learning funds of knowledge to raise teachers' sensitivity toward and use of children's funds of knowledge to enrich children's learning.