This chapter addresses the issues involved with meeting the needs of all students and examines several specific diversity concerns, such as working with students who have special needs, as well as situations involving gender and cultural differences. It looks at examples of strategies that teachers can use in the classroom to address these diverse needs and to manage a mathematics classroom. The use of cooperative learning is an excellent strategy to promote diversity in a mathematics classroom. Collection of accurate assessment data is essential in determining the individual needs of each student in a mathematics classroom. Instructional tools, curriculum materials, special supplementary programs, and the skillful use of community resources undoubtedly play important roles. Teachers frequently engage in conversations about the differences between the way that males and females learn and how they perform in the classroom.