The authors reflect on the nature of North American LIS instruction on immigrant outreach and highlight a sample of LIS master's-degree courses that provide exclusive attention to immigrants' information realities. Findings from a content analysis of available master's LIS course syllabi indicate that service to immigrants is subsumed predominantly within instruction on diversity and multiculturalism, which suggests that there is little dedicated focus on immigrants' intersectional identities, political and immigration environments, or lived experiences. The authors recommend concerted and collective curricular design.