This reflective narrative is divided into three sections. The first section explores one Australian secondary school teacher’s experience of working in a mainstream school classroom prior to her recent transition to teacher education at an Australian metropolitan university. The second section focuses on what the literature has to say about teacher education courses preparing pre-service teachers to work in diverse classrooms. Finally, the review concludes with a merging of the two sections as part of a service model of delivery based on the author’s experiences in both settings (secondary and tertiary) that aims to better prepare pre-service teachers for working in diverse Australian mainstream classrooms. The author hopes that through a process of self-reflection on her own actions and overcoming challenges she can better prepare new graduate teachers and provoke conversation among teachers and teacher educators to facilitate best practices that better prepare future educators to work in diverse classrooms.