Discussions on decolonizing the curriculum are common in Humanities and Social Science Faculties but still rare in the Physical Sciences. In this commentary, we describe the work we have conducted to begin decolonizing and diversifying our undergraduate chemistry curriculum. We also discuss what it means to decolonize chemistry and reflect on why it is an important thing to do. Finally, we discuss a number of different strategic approaches that could be followed to decolonize an undergraduate chemistry curriculum.