Higher education in the United States has a history of opening its doors to broader populations of students as exemplified by the Morrill Act and the GI Bill. The reality, however, of modifying curricula and courses already parceled among faculty with varying specialties, varying levels of expertise related to diversity, and with already full syllabi can be daunting. This study investigated an educational leadership faculty's commitment to examine meanings, implications, and challenges of diversity for its graduate programs in school and postsecondary educational leadership with the goal of improving its curriculum. A descriptive within-site case-study approach was used. Data were collected from documents, interviews, and participant observation, and analyzed qualitatively. Concepts such as white privilege provide a powerful tool for understanding how even the best intentions of individuals can thwart efforts to understand and appreciate issues of diversity. Participants in the study discussed the various aspects of incorporating notions of diversity into school leadership curricula. Challenges, including administrative resistance, teaching practices, and perceptions about diversity formed in a predominately white environment, were also discussed. Implications for faculty development strategies and institutional support for curricular inclusivity are discussed. An appendix charts educational leadership across the curriculum timeline. (Contains 53 references.) (RT)