Treating diversity productively is a significant strategy goal of Universities of Teacher Education across Europe. Until now, researchers have mostly focused on gender, but lately, other dimensions of diversity have also found consideration. The research project DIVAL (Diversity of Pre-Service Teachers) focuses on the migration backgrounds of pre-service teachers. The goal of this mixed-methods study is to gather scientifically founded knowledge about minority students at the University of Teacher Education St.Gallen (PHSG). Based on this, it is intended to reduce discriminations, enhance the recognition of diversity, and realise a diversity management that recognises students’ migration-based diversity as a potential in teacher training. This will also allow all future teachers in general to handle migration-based diversity more professionally. To pursue this research interest, a quantitative survey about diversity factors among all students was conducted in autumn of 2013. In spring of 2014, qualitative group discussions were realised with minority and non-minority students, college teachers, and executives. To delve deeper, selected students later participated in narrative interviews. Additionally, a document analysis examined how the PHSG portrays migration-based diversity. There will be presented central results of this study and their international relevance for the future of pre-service teacher education will be discussed.