The paper begins with an overview of migration-related diversity in Austria and Ireland, both countries with high levels of cultural, linguistic and religious diversity in schools. Research in Europe indicates that migration produces a new context for teaching, for which many teachers do not feel sufficiently prepared. Hence, teacher education is at stake and rarely looked at systematically in migration-related research in education. Therefore, in this article secondary teacher education courses are analysed to ascertain how higher education institutions in these two countries are preparing secondary teachers for culturally responsive teaching. After describing the methodology used to examine the Initial Teacher Education curricula of the two countries an analysis of the research findings is provided. It turns out that relevant courses in the compulsory sections of the curricula are largely missing in both countries. Finally, based on an analysis of the literature and research findings, a discussion of the consequences for teacher education together with recommendations for improvement are formulated. It provides countries with a foundational discourse to equip student teachers with the necessary skills to embed cultural responsivity into their classrooms upon completion of their apprenticeship for teaching.