Addressing inequality in educational outcomes in relation to 'race' and ethnicity remains a key challenge for educators internationally. Yet there has arguably been insufficient attention paid to how teacher educators deal with issues of ‘race’ in/equality, within the teacher training curriculum. There is a need for greater knowledge of teacher educators’ understandings of issues of ‘race’ and how ‘race’ and race in/equality are being embedded into teacher education (Davies and Crozier, 2006). Yet there are significant differences between European nations in the contexts for ‘race’ in/equality in education: this paper focuses on the contrasts between Scotland and England (Arshad et al 2008; Bhopal et al 2009). We report on a research collaboration between Manchester Metropolitan University and the University of Edinburgh, funded by the UK Higher Education Academy. 30 teacher educators in Manchester and Edinburgh were interviewed, to inform the development of a Self-Review Framework to support colleagues, in reflecting on and developing more inclusive practices. Our findings suggest a wide range of practices; a key factor seems to be the way individual teacher educators’ are enabled to draw on their own personal and professional experiences related to social justice, inclusion and diversity.