This article examines how diversity is constructed in college recruiting, with a focus on the ways in which recruiters' interpretations of diversity are conceptualized, practiced, and (mis)aligned with those represented in institutional messaging in higher education. Through the lens of Discourse Theory, this study demonstrates how distinct representations of diversity support or reject particular diversity characteristics. The use of Critical Discourse Analysis illustrates why the positioning of diversity matters in supporting accessible and equitable programming for prospective college students.