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The vicious cycle of educational inequality may be maintained and perpetuated by teachers' lack of desire to work in socioeconomically deprived communities. Across two studies (N_total = 606), we experimentally investigated whether teachers' aversions to such settings could be mitigated by contact experiences with (a) people experiencing financial hardship and (b) children from disadvantaged backgrounds. Trainee teachers rated their levels of desire to work in schools that varied in terms of the socioeconomic backgrounds and diversity of their student populations. They also reported their contact experiences. Although, overall, teachers showed an aversion to working in a school that served a diverse and low‐income community compared to one with average student demographics, this effect was attenuated when teachers had more prior contact with both close others in financial hardship and children from …