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Through the interpretative qualitative lens of multimodal thematic and critical discourse analysis, the researcher explored the relationship among five, first-year ESL teachers' perspectives of, pedagogy for, and experiences with culturally and linguistically diverse (CLD) students by addressing the following research questions: First, what are the perspectives (beliefs, view, attitudes) of white, non-CLD, first-year English as a second language (ESL) teachers of their culturally and linguistically diverse (CLD) students? Second, in what ways do white, non-CLD, first-year ESL teachers' perspectives about CLD students relate to their pedagogy (instructional practices)? The findings from this instrumental case study research developed into a model of color-blind privilege consisting of the deficit perspectives of CLD students, acceptance of segregated instructional practices for CLD learners, and marginalizing dispositions to teach in high CLD populations. Future implications were also discussed. This paper is discussion of the author's dissertation research findings that will influence future studies by this researcher and her colleagues in educator preparation program contexts.