It is important to provide beginning teachers with the skills they need to support students with diverse needs in the classroom. These skills are especially needed to support students with autism. Without the tools needed, beginning teachers go into schools where the teachers may or may not have the requisite skills needed either. University preparation is therefore crucially important, but we would argue that the importance of this task is dogged by university and auditing authority compliance audits and controls and by a limited view of what catering for diversity actually means. This chapter investigates the tensions that four university academics face in their day-to-day work as they teach a course on diversity and disability studies within a context of audit and control by outside parties. The chapter has four participant authors. Each of these authors has taught in the first year diversity course offered to all students in all education degree programs at our university. Each author was keen to also provide a statement of what they thought the third year diversity course should look like given the constraints of auditing and control previously mentioned.