Learning to consider the experiences and perspectives of those who are marginalized is difficult for members of a dominant group who have not encountered similar obstacles. According to the National Center for Education Information, student populations continue to be characterized by diversity while more than 90% of teachers are mostly white, middle class, and from non-urban backgrounds. Comprehending this paradox is important if teachers are to confront the social and psychological influences of the -isms that affect society and schools. In this article, the author explores the responsibility of individual schools that presently ignore and deny the multicultural facets of a typically diverse classroom. The three-fold approach she suggests schools adopt includes an on-going dialogue among staff that helps each person see beyond their own perspective, creating a schoolwide team committed to educating others about relevant issues of equity and social justice, and fostering an intimate relationship with the school community.