The research presented within this study focuses on the work of postsecondary institutional leaders, chief diversity officers (CDOs), who are change agents within the academy to address historical inequalities in education. Applying the Inclusive Excellence Change Model as the theoretical framework to guide this Q Method study, the researchers investigated the subjective perspectives and experiences of CDOs who are actively engaged in efforts to support Inclusive Excellence. CDOs were asked to address the degree of institutional infrastructure, support, and understanding for their efforts to create change in institutional policies and practices that support Inclusive Excellence for students, faculty, and staff. The article concludes with several recommendations for practice and further research into efforts to support and advance the role of the CDO in postsecondary settings.