In the early 1960s, with the exception of students who attended Historically Black Colleges and Universities, relatively few students of color pursued a higher education in the United States. Today, however, about one in five U.S. college students is a minority (ACE and AAUP, 2000). Colleges and universities are grappling with issues related to the changing needs and demands of an increasingly diverse society, and the resulting changing demographic constellation of their student bodies. Many traditionally white institutions are working to be viewed and to function as "inclusive universities." The inclusive university provides equal access and opportunity, as well as an accommodating environment, for all members of the academic community, regardless of racial, ethnic, social, or economic backgrounds (CPRJ, 1993). Institutions of higher education seeking to become more inclusive are considering how to attract more underrepresented students of color to their campuses. While they recognize that traditional pre-college recruitment--that incorporates such activities as high school mentoring and tutorial programs, articulation agreements with selected institutions, need-based financial aid awards, and race-sensitive admission policies are important--they know that they must do more for students of color once they matriculate to help them feel comfortable on campus and to ensure their success (ACE and AAUP, 2000). To that end, administrators are considering other factors important to students: curriculum, opportunities for faculty and peer interaction, support services, social activities on campus and in the community, and living arrangements. Institutional leaders also recognize that, in some circumstances, they must overcome past perceptions of discrimination. The authors address four purposes in this article. First, they explain why ethnic and racial diversity is important on college campuses. Second, they offer a list of questions that high school guidance counselors can present to prospective minority applicants to guide their examination of colleges and universities to which they plan to apply and visit. Third, they offer suggestions to college admission officers as to how to address topics of concern to minority applicants to their institutions. Fourth, they offer ideas on how colleges and universities can enhance their environments to support diversity.