The National Council for Accreditation of Teacher Education (NCATE) is the premier teacher education program accreditation body. In addition to reviewing teacher preparation programs in institutions of higher learning, NCATE also reviews school administration programs and other school specialist programs, including school counseling programs. The Kansas State University (KSU) graduate program in school counseling was reviewed and fully reaccredited during the 2009 NCATE visit. Additionally, the College's advanced programs in counselor education, including the master's degree in school counseling, were reviewed and reaccredited in 2009 by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). Both NCATE and CACREP accreditations place high value on candidates in advanced programs who clearly demonstrate knowledge, competencies, and dispositions in diversity. Diversity is infused throughout NCATE and CACREP standards, with the goals being to maximize experiences for candidates to achieve competency with multicultural students; to increase knowledge and skill in multicultural counseling; to revise and update curriculum to ensure multicultural competencies are reflected in all coursework; and to prepare counselors to effectively communicate, collaborate, and participate in outreach. The KSU master's in school counseling program met all NCATE and CACREP standards for diversity in 2009, and the program passed both accreditation visits with acceptable ratings for all standards. However, the reality for candidates in school counseling is that more depth and meaningful experiences would greatly enhance the preparation for counselors to serve as effective change agents with students in today's schools, particularly since school counseling candidates often begin their master's programs with limited exposure to diversity. In effect, the emergent research on which the NCATE standards are created, and the research and recent demographic data discussed in this article, increasingly demonstrate that merely meeting standards is not sufficient to truly meet the needs of candidates earning a degree in school counseling. Consequently, this article discusses how a project led by counselor educators at KSU is teaming with actual school counselors and academic advisors to significantly enhance the experiences of school counseling candidates to better meet the needs of all diverse learners. (Contains 60 endnotes.)