Globally, nationally, regionally, and locally, we are facing a population shift. The number of individuals aged 65 and older will increase exponentially in the coming years, particularly for racially, ethnically, and culturally diverse groups. People are living longer but not necessarily healthier lives. This increase in longevity, coupled with a stagnation in health span, will result in a greater number of those dying, thus increasing pressure on the health and death care systems. To support the health and human service workforce, there is a need for enhanced evidenced-based pedagogical interventions aimed at improving death education of these workers. Thus, this dissertation, following an upstream to downstream public health approach, includes three manuscripts that explored death education and end-of-life (EOL) experiences of several groups of people. The primary goals of this 3-manuscript dissertation were to: 1) explore how cultural content, cultural humility, and EOL experiences of diverse groups are integrated in undergraduate thanatology courses, 2) assess the literature related to death and dying coursework in health professional education curriculum, and 3) examine healthcare professionals' involvement with the EOL experience for diverse groups of people. Together, this dissertation contributes to the state of death education both in undergraduate and health professional education settings and illuminates the influence that health professionals have on the EOL experience of decedents with diverse identities and their place of death. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]