Diversity and social justice are central values in social work practice and education; however, there is paucity of research examining the ways these issues are infused into students' field education. In this article, we analyze field instructors' discourses about diversity and social justice through their discussion of how they understand and integrate diversity issues into their students' social work practice. Consistent with existing research on diversity and social justice in social work education, and impacts of neoliberalism on the field, findings illustrate the pervasiveness of cultural competency discourses in how field instructors discuss diversity issues including individualism, emphasis on awareness as a central approach to addressing oppression and difference, and powerblind/colorblind ideologies. We discuss implications and directions for future research.