Those of us who reflect on our work as honors educators and administrators are more certain than ever that honors programs and colleges are critical sites for development of equity, diversity, and inclusion in higher education. Numerous roundtable discussions and research presentations at recent regional and national honors conferences signal this awareness as do equally numerous honors-related publications, including two monographs released through the National Collegiate Honors Council; "Setting the Table for Diversity," edited by Coleman and Kotinek, and "Occupy Honors Education," edited by Coleman, Kotinek, & Oda. Lisa Coleman opens the former volume with a series of questions that frame the conversation on diversity in honors: Who is in our honors programs, who isn't, and why? Do we serve all members and potential members equally by providing them with the support systems, the resources, mentors, and faculty and staff with whom they can identify? Do we help our students and ourselves address difference and do so in a respectful and constructive manner that enables all students to feel welcome and at home in the honors space? Do we construct curricula and create experiential-learning and service-learning opportunities that serve the ends of diversity (equity and inclusion) and social justice? Clearly, the need for honors programs to recruit, retain, and meaningfully engage diverse populations of talented students is widely acknowledged.