This study explores the viability of case studies as a tool to help advance efforts toward decolonization of the accounting curriculum by incorporating the perspectives and experiences of underrepresented minorities (URMs). We evaluate the current level of representation in accounting case studies, and faculty willingness to use more representative case studies. We evaluate faculty responses using the Banks (2014) curriculum transformation framework. Hand-collected case study data for 2015–2021 reveal that only two of 351 case studies have URM representation. Survey responses indicate faculty are willing to make less disruptive diversity, equity, and inclusion (DEI)-related curricular changes, but also provide evidence of barriers to changes which would require significant content modifications. We offer recommendations to increase URM representation in case studies and overcome these barriers, advancing toward a curriculum that better reflects URMs’ views and prepares students to better interact and collaborate effectively within a diverse workforce.

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