The school and teacher education systems in Spain have traditionally considered students who were "different" as a problem to be addressed rather than as an opportunity to learn. Recent educational reforms have required not only that diversity be accepted as a reality but have also emphasised it as an asset. These reforms have also stated that teacher education must be redesigned for this to be formally reflected. However, moving from theory to practice is not always easy and changing minds and culture takes time and resources. For a first impression of this process, this chapter looks at the status and role of diversity issues in the curricula of four Spanish universities offering new degrees in teacher education (academic year 2009.10). Initial observations indicate that the system has not yet been reformed successfully and that it could be a result of simply changing discourse instead of practices.