Each preservice or inservice teacher who faces the prospect of student diversity in clinical experiences or practice settings does so with an individual set of assumptions about cultures and languages that differ from his or her own. Mezirow (1991) maintained that reflections on such assumptions and presuppositions about oneself and others can lead to "transformative learning"; or "learning that transforms problematic frames of reference". In light of the increasing cultural and linguistic diversity of student populations across the United States, the authors believe such introspection is a capacity that should be developed in undergraduate and graduate candidates in colleges of education. Using examples related to ethnicity, race, and language, this article explores how developing the reflection skills of preservice teacher candidates and inservice teachers may strengthen an educational unit's potential to meet National Council for Accreditation of Teacher Education (NCATE) Standard 4-Diversity.