Given the increasing diversity in the nation's classrooms, educator preparation programs (EPPs) are evaluating and restructuring their existing programs to prepare preservice teachers to become inclusive and culturally responsive educators. Traditionally, EPPs have considered diversity as ethnicity, race, and/or culture. This study explored additional elements, including age, (dis)ability, gender, geographical location, language, religion, sexual orientation, and socioeconomic status. Specifically, a course content analysis examined how one institution addressed diversity inclusion through a systematic, comprehensive review of its preservice special education curriculum program. Syllabi content analysis revealed limited coverage of diversity topics. Recommendations for research and practice for EPPs are provided.