This study is a qualitative appreciative inquiry into how students of an undergraduate Ed. and Training programme are prepared for diversity. The setting for the study is the School of Education Studies at Dublin City University and the research involves a review of programmes and moudule intentions and qualitative data collected from final year students, academic staff and alumni of the programme. The study includes a literature review that examines the conceptualisation of diversity and looks at diversity as a consequence of a changing world. It then examines current policy and practice in relation to diversity and education in the EU and in ireland. The philosophical basis for the study is constructivism and aspects of an Appreciative Inquiry (AI)approach are used to give a structure and a focus to the gathering and analysing of data. The study further suggests how AI can be used as a model of course evaluation. Findings arise directly from the observations made by study participants and centre on the need for greater opportunities for students to experience diversity while on the programme,learn in more practical ways, engage with those dealing with diversity in the field, enhance skills in dealing with behavioural and pastoral issues in the workplace. Findings also suggest a need for diversity to become more explicit as a theme across the three years of the programme. The findings have implications for further research into how diversity training and other topics are delivered in the programme and in the School. Beyond this context, it has implications for how diversity learning happens in other educationalcontexts and the use of appreciative Inquiry as a tool for course evaluation and educational research.