Despite the work of colleges and universities to prepare students for the workforce, coupled with the continuous and recorded shift in the racial and cultural demographics across America, there continues to be a disconnect between the knowledge, skills, awareness, and attitudes taught in the college classroom and the cultural competency skills needed in the workplace. This two-cycle, Action Research study gathered and analyzed data through surveys, interviews, document analysis, and focus groups. The findings from the first cycle led to an action step cycle where a tool and process to assess the curriculum for the basic elements of cultural competence were created. The assessment tool was piloted across three course curricula from a small, four-year private institution located in the Northeastern region of America. Five findings were identified: (1) knowledge, skills, awareness, and attitudes are four basic elements associated with cultural competence, (2) institutions must participate in a process to develop a locally constructed assessment tool, (3) an assessment tool should include opportunities for faculty and students to reflect on the curriculum to identify and isolate misconceptions and gaps, (4) to fully engage in the process of becoming culturally competent, power systems and social structures must be acknowledged and examined, and (5) the environment is essential when fostering cultural competence. Implications for other institutions engaging in the work of cultural competence and recommendations are offered at the conclusion of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]