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The aim of the dissertation was to look at the diversity of students in craft education. The het-erogeneity of teaching groups has increased due to the neighborhood school model among other things. Examining the phenomenon in craft education is a topical but little researched topic. The theoretical background of the dissertation therefore rests on the literature on inclu-sion. The frame of reference of the dissertation is based on the structure of the didactic trian-gle of the teaching event, and in reporting the results I utilize the level model of the teacher's pedagogical thinking. The research question is how the craft teacher considers the students' differences in the teacher's pedagogical thinking. The dissertation was carried out as a qualitative study. The material was collected as an in-terview study from eight craft teachers. Of the thematic interviews, four were individual inter-views and two were pair interviews. The analysis of the material was based on qualitative theory-guided content analysis. Consideration of student diversity occurs at all three levels of teacher pedagogical thinking. At the level of metatheory, consideration is manifested in teachers’ attitudes and ideals, at the level of object theories as four teacher teaching practices, and at the functional level, as de-scriptions of students’ differences in craft teaching and ways of considering and differentiating teaching.