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The purpose of this chapter is to present some evidence of an empirical exploration carried out with 178 primary school teachers from the State of Sonora, México,¹ about their perceptions regarding diversity and educational inclusion. A mixed-cut methodology was used that considered the application of a scale questionnaire and focus groups. The results allow to appreciate, in general, a tendency to incorporate diversity in the appreciation and valuation schemes. However, there are also appreciations that make an important set of deficiencies to face diversity in schools evident.