Professional doctorates are a growth area in academia, specifically the EdD in educational leadership. The proliferation in programs has given rise to concerns relating to variations in program equity, and student diversity. This conceptual study utilizes theoretical critical analysis of extant data to reach conclusions about current admission policy and practices from America's fifty totally online EdD educational leadership programs in relation to program access, equity, and diversity. Considering admission policy and practice serve as functions of gatekeeping for entrance into the program, this conceptual study sought to determine which admission practices facilitate program diversity and identify potential scholar practitioners. Results indicate that the specific measures traditionally used to assess potential applicants (e.g. GRE/MAT) are currently applied in over 50% of online EdD educational leadership programs. Suggesting that more holistic approaches to the admission process have yet to be embraced by EdD online programs. The relationship between program access, equity, and diversity and admission policy and practice is an area needing further research.