In this article, the author shares the details of her visit to India in 2004 where she had the opportunity to conduct two workshops, one in Mumbai, previously Bombay, and the other one in Chennai, formerly known as Madras. She details her observations of the two groups, focusing first on the preservice group and moving on to the experienced teacher group. In Mumbai, the author's workshop focused on Vygotsky's sociocultural theory and its implications for teachers, as well as the zone of proximal development (ZPD). The author shares that despite their very limited history of experience to fall back on, the preservice teachers in the workshop proved to be eager learners. In contrast, in Chennai, the author's workshop addressed the challenging behaviors of children. The participants in this workshop, with anywhere from 3 to 20 years of teaching experience, were apprehensive about using the new approach of openly talking about differences and integrating curriculum to address social issues such as discrimination. Based on the author's experience conducting the two workshops, she concludes that it was much easier for the preservice teachers to learn multiple perspectives and techniques for dealing with a heterogeneous population, as they did not have the burden of unlearning what they had already learned or practiced.