Beyond Right-or-Wrong Thinking 7 135 in the literature, the teacher educators could extend the ways they are accustomed to addressing internal religious diversity, to addressing external religious diversity. Further research on what is actually taught and learned in teacher education programs could add value to our study because we explored the issues among a relatively small number of participants and focused on the participants’ beliefs instead of practices. Furthermore, it would be interesting to check whether the patterns we found are recognizable in other teacher education institutes with homogeneous populations in a religious sense or another sense. As seen in the focus group responses, there is reflection at the teacher education institute on how to be more attentive to external religious diversity and diversity in society; this does not seem to be unique. Current study aimed to reach more understanding into (preparation for) teaching in contexts of diversity, with a particular eye on OPPSs.