South Africa is a country evolving from a segregated Health Care and Higher Education system. Working as an educator in a context of transformation requires the adoption of innovative strategies for the education of future Health professionals from diverse backgrounds. Audiology clinical educators working in a post-apartheid context in South Africa are required to supervise students from diverse race groups and those with varying levels of proficiency in the language of learning. This study aimed to describe these clinical educators’ expectations and experiences when supervising Audiology students from different backgrounds who are required to provide services to a multi-cultural and multi-linguistic client base. This work should provide insights to others involved in the clinical education of diverse health care students that may challenge them to question antiquated practices and engage, in new ways, with a diverse student body. It is hoped that the development of dynamic training methods addressing disparate needs of all students will help to graduate professionals who are best able to provide appropriate services to a diverse client base.