Although psychology graduates a diverse group of students in the United States, students are unlikely to encounter diversity in standard introductory course textbooks and materials. Embedding diversity within curriculum fosters a sense of belongingness and conveys the message psychology as a field values diversity and inclusion. This study sought to assess student perceptions and examine an instructional strategy designed to improve curricular diversity. The present study describes an Introduction to Psychology project assigned at a small, liberal arts college in the United States, where students were tasked with finding a contemporary study that built upon a classic psychological study but that also incorporated a component of diversity. The assignment culminated in an in-class discussion exploring the value of diversity to psychological science. Mixed-methods analyses were used to assess student perceptions of the assignment as well as sense of diversity and belonging within the field of psychology. Students found the project a useful tool for exploring diversity within psychology and endorsed the use of the assignment in future semesters. Perceptions of belongingness and diversity in psychology were mixed. Strategies for project use and future research are also presented.