The term "diversity" seems to carry a wide array of definitions. These definitions can affect the ways teachers understand and employ the term as well as the ways in which they approach sociocultural differences in their classrooms. The current study included a survey of preservice teachers' beliefs about various identities associated with terms such as "diversity" and "multicultural" in order to better understand what is meant by these terms. Each identity was explored within the context of the classroom, including efficacy for multicultural instruction, sense of responsibility for teaching about diverse people, and sense of advocacy for oppressed groups. The findings suggest preservice teachers hold a limited view of what constitutes diversity, which affects their senses of efficacy, responsibility, and advocacy as individuals and as teachers. (Contains 4 tables and 2 figures.)