Changes in migration patterns have radically altered the composition of the student body and challenged the personnel of urban schools over the last generation. Unfortunately, due to the paucity of data and the presence of epistemological conflicts in research, teacher-educators have rarely relied on empirical research to guide them in their decision-making about how to prepare practitioners to meet the needs of increasingly diverse populations. This paper marshals empirical data from a cohort of students in British Columbia, Canada, to demonstrate where gaps in equity among identifiable social groups occur. It also suggests how the results might be used to challenge both teacher and teacher-candidates’ beliefs about schooling and society, as well as teacher-educators’ priorities for preparing teachers for diverse populations.