Introduction: This research focuses on concepts of sexual diversity, gender perspective and curriculum; showing whether or not are they present in the undergraduate Occupational Therapy training, at the University of Magallanes, Chile. Objective: To know the existence and manifestations of gender and sexual diversity perspectives in the occupational therapy curriculum. Method: Mixed study, with descriptive scope and feminist design with gender perspective, where data is collected from official documents (curriculum and subject programs) and from the experiences and stories of students and teachers. Results: Whit respect to the curriculum of the Occupational Therapy degree 2020, it is possible to observe the preferential use of masculine, the inexistence of typographic strategies, splitting, or other alternative strategies. In relation to the use of inclusive language in the degree programs, a total of 23 subject programs were reviewed, in which it can be seen that there is a majority effort to be inclusive, being the most used strategies the use of neutral expressions and impersonal forms. Regarding to the perceptions of teachers and students on the inclusion of gender and sexual diversity perspectives in the hidden curriculum of the occupational therapy degree and classroom strategies, it was evidenced that both groups recognized the importance of these approaches for a more equitable learning. Conclusion: An evolution is observed over time, with more inclusive practices, being necessary even more development.