As Black Lives Matter unfolded in 2020, many universities were the sites of organized protests, and in response, many institutions of higher education began (or continued with) the critical work of building diversity and social justice on campus. For many students, this issue was in the forefront as they prepared for fall semester and began to take a critical look at the oppressive structures and policies within their own institutions. For those of us who hire, train, and supervise student staff in the field of academic support services, it was a kairotic moment: the time was long past due to include issues of diversity, antiracism, and social justice in student training. We pose three questions. 1. Is diversity and/or social justice training necessary and important for learning center student staff? Why? 2. Do learning center administrators possess or have access to the necessary resources to deliver diversity training? 3. Is a framework needed for learning center administrators to determine what elements to include in diversity training; for example, a diversity framework versus a social justice framework? Which is appropriate for learning center student staff? To answer these questions, we have completed a brief review of relevant literature, offer an analysis of a survey we conducted among learning center administrators, examine Executive Orders affecting diversity training, and offer an in-depth look into the framework, sequence, and materials used in three practitioners' diversity/social justice training for learning center student staff, including an appendix with training materials. We conclude that diversity/social justice training is important for learning center student staff, as they work with a diverse group of students not only within the parameters of course content but on establishing college success skills, such as study habits, communicating with faculty, being proactive about seeking out resources, and perhaps most importantly, building critical thinking and reading skills. A great deal of time is spent in one-on-one and small group sessions, sometimes stretching throughout the entire semester. Tutors, Supplemental Instruction leaders, academic coaches, mentors, and a diverse array of other learning center student staff will strive to establish a strong rapport based on trust and respect. To understand and appreciate the lived experiences of diverse students, to discover and reflect upon unconscious biases, and to gain tools for dismantling systems and structures that perpetuate racist policies--tools for now and in the future--is a critical aspect of establishing trust and respect. We further conclude that not quite half of respondents of our survey stated that they possessed adequate knowledge or training to provide diversity training to student staff. This does not mean that resources are not available: almost 75% of respondents reported that resources/staff are available on campus to support diversity training initiatives. Finally, we conclude that a theoretical framework is a necessary precursor to the development of diversity training for learning center student staff. We offer best practices in diversity training that have emerged from our research as well as a flowchart to assist learning center administrators in conceptualizing diversity/social justice training. Ultimately, we strive to provide a diversity training framework that will protect freedom of belief, speech, agency, differing political viewpoints, and open discourse among all students while examining the history, policies, and practices of our society and particular institutions for signs of unequal and unjust distribution of power and resources--and examine our own selves for implicit biases that contribute to an unjust environment.