This paper explores the role of critical reflection in addressing social inequality and diversity within teacher education, drawing on the experiences of students participating in the Diversity in Contexts of Teacher Education (DiCoT) project at the University of Hamburg. This project prepares teacher-education students for internships in Germany and abroad, integrating anti-bias and critical pedagogy to foster awareness of discrimination, stereotypes, and socio-economic inequalities. Through a qualitative analysis of in-depth interviews with students who participated in DiCoT seminars, this study examines how students reflect on diversity-related topics both during and after their internships. The findings reveal variations of critical reflection among students, highlighting the potential of preparatory seminars to challenge hegemonic assumptions and promote perspective shifts. However, the study also underscores the limitations of short-term interventions, pointing to the need for sustained, comprehensive approaches to critical reflection throughout teacher-education programs. By analyzing student reflections on socio-economic inequality, national stereotypes, and race, this paper contributes to ongoing discussions on how to equip future educators with the tools to navigate diverse classrooms and foster more equitable educational systems. Ultimately, the study advocates for curricular reforms that prioritize continuous engagement with diversity and social justice, ensuring that teacher-education students develop the reflexive habits necessary to address systemic inequities in their professional practices.