As biologists, we devote our lives, energies, monies, and careers to preserving biodiversity. Biodiversity keeps the gene pool healthy among the Earth's species. It helps prevent disease that can occur when a monoculture is wiped out by one pathogen. Biodiversity generates soils, maintains water and air quality, assists in pest control, decomposition of waste, pollination and crop production, climate stabilization, food security, provides health care, fosters spiritual/cultural value, and includes ecotourism. We structure our biology courses around the concept of biodiversity so our students see the importance of maintaining as many species as possible on this planet and to celebrate the biodiversity that exists. The question is, do we celebrate the diversity existing in our own classroom? Obviously each student is different and is unique unto himself/herself but do we celebrate the presence of differences in our classrooms? Do we welcome the LGBT (Lesbian, Gay, Bisexual, Transgender) students who are among our members? How do we treat those students dealing with depression, or bipolar disorder? Do we celebrate the students who come to us with learning disabilities? These are just a few examples of the kinds of diversity that we need to devote our energies to in our classrooms. In particular, each of these groups of students brings attributes that can strengthen the milieu of the entire biology classroom. Many of these students face discrimination instead and are often the subject of bullying, taunting, or exclusion. We must do everything to insist that these individuals are in a safe place while in our classrooms. Name-calling, putdowns, and negativity have no place in our biology classrooms when it comes to students who may be different from the traditional students. As we know, our country is divided in its stance on gay issues; however, every student should be accepted for who he/she is in our classrooms regardless of his/her sexual orientation. Darion, a gay student who is strong in debating skills, is taunted by males because he dresses in feminine attire. It is up to us to use Darion's strengths to equalize him as a member of the classroom. By involving him in a debate on land-use issues, the rest of the class sees beyond the gay exterior and instead sees what a skilled orator Darion can be and embraces him more readily. Leslie has an auditory processing learning disability. It is difficult for her to process information that is delivered verbally. If she sees something that is demonstrated to her, then her success rate increases greatly. Leslie is a gifted athlete and excels at golf. In order to equalize her as a member of the class, have her demonstrate her golf swing during the muscle unit to illustrate muscle contraction and the use of various muscle groups. By highlighting the strengths of these various groups of students, we as biology teachers focus on their gifts and bring their specialties to the classroom rather than focus on what makes them different. After all, in the natural world, we look for the gifts that each species affords the ecosystem. Why don't we do the same for students in the classroom? One in five students has a mental illness. Three-fourths of a million students have bipolar disorder (Brown, 2005). They can be suicidal and have drastic mood swings. …