In this article, the authors describe how five institutions have employed the dynamic relationship between university-wide leadership efforts (the macro level); interactions and initiatives within the school, college, or department (the meso level); and efforts by individual instructors and activists (the micro level) to create change at their institutions. A range of disciplines, from health care to organizational development--as well as various areas of work within higher education, such as the study of teaching and learning--have generated scholarship focused on the micro, meso, and macro levels of complex systems. Each case described herein highlights catalysts for, considerations regarding, and approaches to advancing diversity and inclusion through these levels of leadership. The authors have framed these cases in relation to the mandates, challenges, and possibilities within their respective contexts and have aimed to make visible the complexity of the ongoing work in each instance. While the cases show that catalysts for change can emerge at any level, they also indicate that lasting institutional change relies on strategic expansion across all levels. The article closes with a set of questions that may provide a starting point for readers to review their own institutional contexts for advancing diversity and inclusion.