The divergence between a predominately White teacher education population and a diverse public school system poses this question: how do universities best prepare teacher candidates to teach children of racially and linguistically different backgrounds than their own? Teacher education programs have addressed this issue in a variety of ways, such as requiring multicultural coursework and/or requiring placements in urban schools. States, too, vary with respect to their requirements for diversity. In many states, students are tested on their development of a multicultural perspective on a standardized test. A test, immersion placements, and stand-alone multicultural education courses may all forms of teacher preparation and accountability in many states, but what are the ways to develop a critical understanding of diversity in order for students to not only pass a standardized teacher's test, but more importantly, to integrate culturally responsive teaching strategies into their public school classroom? This article describes how online discussions between diverse ethnically and linguistic groups of teachers from Egypt, Japan, Ghana, and the U.S., over a one-year period, allowed teacher candidates and teachers to openly discuss issues of race, culture, and language. The interactions through this online dialogue created a community of learners in which students and teachers felt comfortable in stating their viewpoints, and the students were eager to learn from other teachers. Through this online dialogue, these students became familiar with how important it is for teachers to view the world from multiple lenses.