Examining the role of inclusion assistants as part of a redesigned residential life curriculum at a Predominantly White Institution (PWI) in the Midwest served as the impetus for this qualitative case study. The inclusion assistants program was designed to increase the support provided to students with underrepresented identities (e.g., students of color, gay or queer students) in the residence halls. Inclusion assistants worked alongside traditional resident assistants and positively supported students with underrepresented identities, as well as students in the majority. This study also identifies challenges that the inclusion assistants faced and accompanying recommendations to improve the inclusion assistant program and other similar programs. [The discussion questions at the close of this article were developed by Chris MacDonald and Carolynn Komanski.]