There are many challenges a teacher may face when teaching students from various cultures other than their own. These challenges may be based on the teacher's unfamiliarity with the cultural background of their students and the established cultural dynamic of the community. This article is based on the developments of three students in student teacher programs. The study follows them for two years and focuses on ideas, beliefs and how they are developed with respect to teaching diverse students in an urban environment. The concept of heterogeneity and how it is applied to the white, female, middle-class pre-service student is defined in this article as the differences that exist between what is considered the traditional student. Professional identity development is an integral part of this research. The realization that most Black children will encounter predominantly White teachers creates an urgency to understand what is important for pre-service students in the education profession to know or know.