Both in Canada and globally, medical schools are prioritizing diversityin medical education. The ensuing development of innovative ap-proaches to augmenting the representation, comfort, and success ofstudents from under-represented groups has been increasing. Curriculahave also expanded to better prepare graduates for the realities of ef-fectively meetingthe needs of a diverse patient population. Leadershiphas however, not kept up with this progress. Evidence shows that diverseleadership teams develop innovative solutions to complex problems.recruit and retain the best talent, and remain relevant to the communit-ies they serve.Our international conference workshop included a literature review onthe current state of diversity in medical education and in leadership formedical educators, and case-based models of lived experiences to initiate conversations in three different facets of diversity to stimulate re-flection, engagement and discussion. The oft-forgotten side of theconversation in conference offerings, the audience's perspective, waspurposefullyincluded in planning the workshop and presenters adheredto this principle throughout the session.Participants recognized the importance of addressing diversity withleadership in medical education.Themes included the need for communication training, cultural education, sharing these data more broadlywith faculty in medical education and continuing these conversations.A final theme “we will never represent all minorities", led us to a conclu-sion that a culture of inclusivity and not diversity would be required tosuccessfully meet this challenge.