Abstract
This study explored MSW student satisfaction of diversity curriculum taught at California State University, Sacramento. This study used a quantitative survey research design using a Likert-scale based questionnaire. Participants (n=68) were selected through convenience sampling method and responded to questions focused on dimensions of diversity and diversity curriculum topics. Data analysis revealed there was an association between overall student satisfaction with their diversity course as well as the frequency of topics covered in class. One significant finding was that students who were overall satisfied also felt that topics of diversity such as class and culture were covered well, while students who were overall unsatisfied felt that topics of diversity such as disability and political ideology were covered poorly. Implications for social work practice and policy are discussed.