In democratic, plural societies teachers and educational institutions play a key role in the socialisation and development of the collective, cultural consciousness of students. If the goal of such development is a civil and democratic society, pedagogical practice has implications not only for student outcomes but also for the broader community. In the past, Technical and Further Education (TAFE) has been characterised as a provider of technical skills for vocational students by tradesmen. Historically homogeneous, TAFE institutions and teachers are expected to prepare students for, and teach in, an increasingly heterogenous environment. Drawing upon data and findings from a recent qualitative ethnographic case study, this paper explores the understanding and impact of cultural diversity through the voices of seventeen teachers from one Melbourne TAFE.