Pervasive disparities in educational outcomes suggest the need to train teachers to better support minoritized students by leading inclusive, equitable, and multicultural classrooms. Given the potential benefits of teacher training in antiracist and culturally responsive instructional practices, we synthesized the available research on diversity training for both pre- and in-service teachers by conducting a scoping review of the literature. The results revealed a reliance on preservice teacher samples, qualitative designs, and self-report, immediately collected, attitudinal measures. The narrow scope of the available evidence base limits our ability to evaluate the extent to which diversity training for educators is reaching its diversity, equity, and inclusion goals. In advancing recommendations for future research, we advocate for the potential of school psychologists to use school-wide data to inform the development of diversity-related programming, implement evidence-based practices via ongoing consultation, and evaluate the effectiveness of these trainings in reference to meaningful student outcomes. [This is the online version of an article published in "School Psychology Review."]