In this article, the authors examine the fourth stage of their research into diversity in the languages classroom, focusing specifically on the teacher perspective in planning for and managing diversity in adult student groups. The article discusses findings from a day with experienced Open University language teachers working together on lesson planning. It examines differentials in teacher approaches to diverse student needs. Some participants demonstrated this as instinctive to their practice, whilst others focused more on issues of language, the classroom mirroring real life and methodological expectations. To achieve greater and more dynamic understanding of different needs in groups of adult students in current society, the authors advocate more discussion and reflection around how we interpret and engage with diversity in situated learning contexts and its impact on planning, implementation and feedback on classroom tasks, management and teacher and student focus.