The evolution of teacher education for diversity at the University of Toronto is viewed through an autoethnographic lens. As a teacher educator in Ontario for more than 30 years, the author has been involved in the design and implementation of various teacher preparation programs, courses and initiatives to support the development of teachers sensitive to the needs of diverse students in Ontario classrooms. Using an analytic autoethnographic lens with a focus on a graduate teacher education program and one mandatory course in particular, the chapter uncovers how various policies and initiatives in Ontario, at the University of Toronto and the Ontario Institute for Studies in Education have aligned in support of recursive program review and renewal in support of teacher education for equity and diversity.