This study examined the effective management of diversity in teaching at secondary schools in Chongwe District, Zambia, with the aim of identifying the types and dimensions of diversity present, evaluating the effectiveness of existing strategies, and proposing contextually relevant interventions for improvement. A descriptive research design employing both qualitative and quantitative approaches was used. The study targeted a sample of 150 participants, including head teachers, deputy head teachers, teachers, students, and community leaders, selected through purposive, random, and stratified sampling methods. Data were collected through questionnaires, interviews, and documentary reviews, and analyzed using descriptive statistics, Pearson correlation, regression models, and thematic content analysis. Findings revealed that diversity in Chongwe's secondary schools manifests across multiple dimensions, including gender, language, socioeconomic background, religion, and disability. While inclusive pedagogy, administrative commitment, and student engagement initiatives were evident, they were inconsistently applied and often constrained by limited resources, insufficient teacher training, and weak monitoring mechanisms. Inferential analysis indicated that administrative commitment, teacher training, and resource allocation were the strongest predictors of effective inclusion. Qualitative narratives further underscored gaps in policy implementation, community involvement, and the sustainability of diversity initiatives.