This introductory chapter critically examines the question: Who is “diverse” and what is “diversity” in English language education? Drawing on interdisciplinary perspectives from applied linguistics, critical pedagogy, intersectionality, and decolonial theory, the chapter unpacks how diversity is often reduced to simplistic labels or commodified within neoliberal and neocolonial frameworks. Across interconnected thematic sections, the chapter explores complexities such as the multiplicity within diversity, the politics of Othering, normative assumptions in language education, and the limitations of focusing solely on language and nationality. It foregrounds an intersectional lens, emphasizing how race, gender, sexuality, religion, and disability intersect with language and power. The chapter also highlights the role of teaching materials in shaping (and distorting) representations of diversity and calls for pedagogies rooted in care, love, and trauma-informed practice. Central to the discussion is the need to amplify marginalized voices and reimagine English language education as a space for reflexivity and transformation. Ultimately, the chapter positions diversity not as a checklist or branding strategy, but as an ethical and political commitment to equity, recognition, and justice in English language education.