This small scale-case study, employing a constructivist theoretical framework, was designed to consider inservice teachers' perceptions of their initial teacher training program in respect to preparation for work with diverse students; the strengths and weaknesses of their programs; the teachers' present comfort level in working with diverse students; and ways in which their school district could better support their work with diverse students. It also considered teacher perspectives on the need for additional professional development, training and coursework, beyond their preservice preparation, to deal with demographic changes and issues of student diversity which are occurring within rural school districts. The primary research instrument was a researcher designed cross-sectional questionnaire asking teachers to reflect on their initial training in eight categories of diversity: Learning Disabilities, Emotional/Behavioral Disorders, English Language Learners, Multicultural/Ethnic, Multiple Intelligence, Learning Styles, Gifted and Talented, and Gender Issues. The data from the questionnaire was addressed in a focus group discussion which made additional suggestions for improving teachers' access to new information and techniques to work with diversity. The study found that teachers' perception of their initial training has changed over the past 4 decades. Several weaknesses in training were discussed and included training for working with the "average" student rather than focusing on diversity and a lack of application of theory to real life teaching situations. Teachers emphasized the need for continued support and development of programs to acquire up to date information and better coordination with Special Education teachers to more effectively address the needs of students.