Namibia's classroom compositions are diverse. Its policies on diversity reflect Sustainable Development Goals, particularly the goal on quality education that ensures inclusive and equitable quality education for all. Namibia's diversity policies advocate for teacher education that is responsive to the country's needs. What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the University of Namibia's (UNAM) BEd curriculum and how student teachers learn its contents. I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society. Data collection consisted of curricular documents and interviews with the Dean, and Lecturers. Content analysis was used. Findings revealed that the BEd curriculum inclines more towards a socio-cultural view. However, teaching practice lacks dedication in regard to diversity teaching. Consequently, the BEd programme only partially equips student teachers with competencies required to teach diverse learners because coursework alone cannot suffice.The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.

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