This study examined awareness of and knowledge of how to address

increasing linguistic and cultural diversity among 89 teachers in an ethnically and

racially diverse school located in Southwest Finland. The empirical evidence

suggest that in a school with many years of experience with a diverse student

population the levels of awareness and knowledge among teachers are relatively

low and teachers themselves expressed the need for much more information, in

particular, strategies for meeting the needs of their students. In addition, teachers

showed distinct levels of awareness of diversity which successively predicted their

knowledge of strategies for addressing diversity in the classroom. Implications for

research and teacher education are discussed.