This survey research used an online instrument to explore students' perceptions of the social and academic climate with respect to diversity in a college of education at a land-grant university in the Western U.S. Three aspects (i.e., curriculum/materials, instructional methods, interactions with others) of the college's day-to-day operations were explored; specifically, 209 students' views in relation to inclusiveness within 10 categories of diversity were measured. Students tended to agree that the college was inclusive; the diversity categories of race, gender, and disability were rated highest, while the categories of religion and gifted and talented were rated among the lowest. However, group differences among participants revealed that sexual minorities reported statistically significant lower ratings than their counterparts across all three aspects explored. In addition, graduate students and those from underrepresented or multiracial groups had statistically significant lower ratings than their counterparts did, respectively. These ratings, combined with student open-ended comments, reveal that further examination of best practices in the three areas explored is critical to enhancing the social and academic climate for all college students who will be tasked with serving the needs of all students within their charge. A discussion of these findings, along with implications and conclusions is provided.