The preparedness of grade-level classroom teachers to mutually accommodate the differential needs of culturally and linguistically diverse students is becoming increasingly essential. Levels of this preparedness are captured by the accommodation readiness spiral, a framework for understanding teacher education and professional development for classroom diversity. Critical to capacity-building efforts among teachers are the sociocultural dynamics of culturally and linguistically diverse students and families and the teacher's readiness to maximize these dynamics. This article discusses myths concerning the sociocultural dimension, and it provides strategies for maximizing the potential contributions of culturally and linguistically diverse family members. (Contains 1 figure.)