Since the end of apartheid in 1994 there have been tremendous changes in the education system in South Africa and an increase in black students and teachers moving into traditionally white schools. Schools have become focussed on creating inclusive environments for all students. The aim of this research was to explore the experience of diversity and transformation training on teachers of different race groups in an independent school in Pretoria, South Africa. I was interested in the meaning that the experience had for them. I was also interested in any ways in which this training led to learning, which may be reflected in changes in their identity and/or their approach to teaching. I used a qualitative research approach from an interpretive research perspective to conduct an exploratory study. I interviewed seven female teachers of diverse racial backgrounds. The findings showed that the issues of race, racism and the past are still dominant in South African schools and that there is a need for people to share their individual stories and feel acceptance and empathy from their peers in order to heal the wounds of the past. In examining the findings against Knud Illeris’s theory of learning it was found that instances of learning occurred through critical reflection of the training, but the training did not lead to overall changes in identity. In general, the teachers found it easier to adapt their professional identities than their personal identities.