This study is a contribution to the global discussion on how to prepare preservice teachers for diversity. Analyses are based on responses from national samples of pre-service teachers in their 4th year of teacher education (N = 654), and of collaborating mentor teachers responsible for the supervision of preservice teachers during field practice (N = 340). Each group responded to two questionnaire surveys sent out digitally which covered questions about their perceived competence and possibilities to learn about teaching in linguistically diverse classrooms. Results indicate variation in possibilities to learn, as well as perceptions of competence needed among both groups. Based on our results, we propose questions essential for development in teacher education programme: What do teachers need to learn about educational laws concerned with student`s rights? How can programs ensure that preservice teachers get experience from linguistically diverse classrooms? How can teacher education programs ensure that preservice teachers develop critical reflection?