Research illustrates that African American students are not successful in a Eurocentric model of education. Thus, an Afrocentric model has been created; however, there remains a lack of usage of this pedagogy in schools and educational institutions. This study analyzes the levels of Intercultural Sensitivity of individuals in a graduate student class in Multicultural Education to Afrocentric Pedagogy in order to understand the likelihood of usage post-graduation. The perceptions of graduate students in an eight-week course on Afrocentric Pedagogy were examined through the lens of Bennett's (1993) Developmental Model of Intercultural Sensitivity. Quantitative and Qualitative data was collected in order to track students' perceptions through their progression in the course through pre and post survey, and web journal postings. A significant number of participants illustrated a lack of Intercultural Sensitivity to Afrocentric pedagogy. Themes of Intercultural Sensitivity were evident based upon the racial and sexual background of students. (Contains 2 tables.)