As the U.S. population becomes increasingly diverse, so does enrollment in higher education performing arts programs. To adapt to these demographic shifts, university music programs have started promoting inclusive pedagogy—not only for representation, but also to foster students' sense of belonging, artistic identity, and professional preparation. Classical musicians have traditionally studied and performed repertoire dominated by the European canon—a homogeneous body of work that does not reflect the diversity of today's students or audiences. This raises an important question for music programs: Does our programming reflect the students we teach and the communities we engage with?"This study analyzed concert repertoire at a conservatory from Fall 2021 through Spring 2025, including chamber and ensemble concerts, as well as recitals featuring students, faculty, and guest artists. Disseminating these findings each semester has helped increase awareness and open dialogue about intentional programming choices. The analysis examined 418 concerts and 2,431 performed works, focusing on composers' race/ethnicity, gender identity, intersectionality, and living/deceased status. Over a four-year period, results showed significant shifts, with the largest gains occurring immediately following Phase I dissemination (Spring 2022): white male composer representation decreased from 74% to 56%; works by male composers overall decreased from 91.5% to 72%; works by women increased from 9.5% to 17%; and works by Black, Brown, Indigenous, and Asian (BBIA) composers increased from 17.5% to 21%. Living composers consistently represented 33%-45% of programming.This presentation shares the analysis process, dissemination strategy, and faculty engagement approach, including strategies for maintaining collegiality and fostering buy-in when programming decisions are deeply personal and tied to artistic identity. We offer practical solutions to barriers such as accessing diverse materials, moving beyond habitual repertoire choices, and addressing pedagogical concerns. Through student voices, we also demonstrate how inclusive programming builds agency, deepens cultural connections, and cultivates leadership in repertoire selections.