In this chapter, we examine some of the tensions in teacher education and inequalities in Finland. We are interested in tensions between teacher education rejecting equality and non-discrimination in teachers’ cultural practices on the one hand, but teacher education is still receiving praise as being among the best systems in the world on the other. By combining data on the views of students studying to become teachers as well as our own notes and observations we explore the evolving landscape of education policy and societal changes that impact teacher education in Finland. Our focus is on gaining new insights into the nature of teaching, knowledge, and inequality to foster social sustainability. Based on our analysis we conclude that there is a need to reflect on and to transform teachers’ position as always “knowing better” to reach towards uncertainties and wider understanding. Being open to addressing inequalities requires responsiveness to the shared “incompleteness” and making space for the unknown. Although our case study presents Finland as a special paradox between “exceptionalism” and inequality, our analysis is applicable more generally in teacher education and for all teachers.