Decolonizing the curriculum in South African universities remains a critical conversation. The emergence of the #FeesMustFall (FMF) and #RhodesMustFall (RMF) movements of 2015–2016 highlighted the importance of curriculum transformation through the decolonization of the curriculum in Higher Education Institutions (HEIs). However, questions regarding the decolonization competency of HEIs in implementing a decolonized curriculum that disrupts the systemic disparities which hinder visibility of diversified sexualities and genders, equity, equality, and social justice persist. This chapter outlines the historical and ongoing colonial legacies in HEIs that perpetuate the erasure or marginalization of diverse sexualities and genders. It looks at how decolonizing the curriculum in South African HEIs would make visible and disrupt conceptions of sexualities and genders that have functioned as a key axis of power and a tool for marginalization in teaching and learning spaces by reifying the prevalence of cis-heteronormative culture. In addition, the chapter underscores the necessity for HEIs to understand the connotations of decolonial competency and decolonial standpoint as tangible strategies to challenge Eurocentric, cisnormative, and heteronormative ideologies to ensure equity and justice for diverse sexualities and genders. This will enable the reimagining of a diversified and inclusive curriculum that challenges concerns regarding sexism, homophobia, and inflexible gender expectations. By examining the responsiveness of South Africa’s HEIs to decolonial methodologies and alternative epistemologies, the chapter concludes by underscoring the significance of decolonizing the curriculum in HEIs to address colonial traces of sexual and gendered exclusion and oppression through agentic leadership.