Through a multi-year, national calculus study, researchers have recently identified seven characteristics of successful college calculus programs. We identified these seven characteristics by visiting five doctoral-granting mathematics departments with successful calculus programs and uncovering the common traits among them. These seven traits common among the collection of five universities were: robust GTA teaching preparation, coordination of courses, support of active learning, comprehensive placement strategies, collection and attention to local data, abundant student supports, and rigorous content. Further analysis and reflection on the previously gathered data indicates that the earlier study actually identified characteristics of calculus programs that successfully serve a majority white or Asian and male population. In this article, I argue that attention to an eighth characteristic comprised of diversity, equity and inclusion practices along with the other seven can enable a department to create a truly successful calculus program by understanding and attending to the unique needs of historically marginalized populations.