Undergraduate students (N = 932, 83.8% European Americans, 69.6% women) completed an online survey and reported their definitions of diversity, their attitudes toward incorporating diversity into the curriculum, and their motivations for learning about diversity issues. Findings revealed that students conceptualized diversity primarily in terms of culture and race and seldom included age, sexual orientation, socioeconomic status, or physical/cognitive/mental abilities. Results also showed that students had positive feelings about diversity and desired to have instructors infuse diversity content in their courses. Finally, students were motivated to learn about diversity to be employable, to interact successfully with different people, and to grow intellectually, emotionally, and personally. Teaching implications are discussed. (Contains 2 tables.)