Teachers face challenges as they strive to make their teaching more culturally responsive. This article reports the results of a study that indicates that teachers' understandings are shaped by their cultures and that their responses to issues related to diversity are context specific and vary depending on their prior knowledge, life experiences, and understandings of diversity. Examples of the four major categories (conscious competence, unconscious competence, lack of awareness, and lack of concern) illustrate how teachers' instruction reflects or fails to reflect multicultural understanding. (Contains 1 table.)