Research examining the achievement gap continues to drive the need towards diversity training for the classroom. This study investigated diversity training and the relationship that exists between teacher cultural competence, student achievement, and student behavior. The researcher surveyed 24 teachers, counselors, and administrators from educational organizations in the state of Tennessee on their best practices and perceptions towards diverse learners. The results of the study concluded educators who had an average of three to four years of professional development on diversity training and cultural competence were more likely to be culturally competent. The study also concluded educators from rural and suburban areas were more likely to be colorblind which demonstrated the educator's paradox towards colorblindness ideology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]