Institutions of higher education (IHEs) in the U.S. have implemented policy and practices to support on-campus diversity initiatives. Experiences with diverse populations are particularly relevant to young adults, who are developing their worldview by evaluating their perspectives and the perspectives of others. Because most of the conversations about diversity involve dimensions such as race, gender, and ethnicity, disability or ability is often omitted from such discussions. This study sought to review mission statements and diversity materials of four-year college and university websites in order to understand the extent to which disability is included as a dimension of diversity. As these materials provide the tone and values of the IHE, it may be possible to understand how these schools view disability in relation to diversity. Mixed methods were used to explore the extent to which IHEs include disability in their mission or diversity statements as a way to expand on the notion of diversity within their student body, staff, or faculty. Findings show that most of the randomly selected four-year IHEs (n = 300) do not include disability within their mission or diversity statements. Those who do are often found to include statements that describe campus cultures that are inclusive of students with disabilities and more likely to consider a diverse campus, inclusive of disability, an enriched community. Implications for further research and practice provide recommendations based on the literature on how to improve their inclusiveness of students with disabilities in IHEs.