Academic researchers in the infant and early childhood mental health field seek to understand the factors in early childhood that promote lifelong learning, health, and well-being. The inclusion of diverse and underrepresented populations, however, remains a challenge in rigorous research design. This article explores the challenges in addressing inclusive research within academic settings using the experiences of three academic researchers. Recommendations highlight the opportunity to cultivate academic leaders and researchers across diverse settings who give voice to underrepresented young children and families.