ISM has always considered socioeconomic diversity to be a practical/tactical proposition. Most schools—either by policy or by inclination—try to provide socioeconomic diversity. In effect, these schools discount tuition to low-income families while increasing tuition for high-income families. However, true diversity also implies cultural diversity with children coming from families who do not share the dominant cultural norms. We now provide a context and ask three questions within which you might consider this issue. This article does not question the usual moral claim for diversity that is both explicitly and implicitly proposed in other venues, but it does ask for more complexity in the conversation.