In this qualitative study, yearbook students from five suburban and five rural high schools described how they perceived themselves as diverse and how they worked through their diversity to produce inclusive yearbooks. Students knowingly used a variety of strategies in their yearbooks to involve, include, and showcase marginal students. Rural students articulated a desire to correct perceived inequalities among classmates and demonstrated agency in the strategies they designed and implemented in their books; suburban students acted primarily to meet their advisors? expectations for inclusive books.