This study explored what motivates White male tenured faculty to increase their cultural competence. The purpose of the research was to provide deeper insight into White male faculty's motivation to increase their cultural competence. Critical qualitative research methodology was the chosen methodology with a critical theory and critical ethnographic framework. Fourteen White male tenured faculty volunteered to participate in sixty-minute semi-structured Zoom interviews. Participants responded to five questions exploring their journey with cultural competence ranging from experiences in their childhood to school both pre-k through twelfth grade to experiences as a faculty member. Findings revealed several themes important to development of cultural competence, which can positively influence student learning. Identified motivating themes include childhood experiences and identity development, call to become an educator, experiences of Whiteness in higher education as well as approaches to inclusive excellence on campus, and an individual love of learning. Embedded in the research findings are also strong support for college student experiential learning opportunities. Insights gleaned from this research can have a direct influence on the design of future learning programs and how best to develop White faculty cultural competence to support inclusive excellence. [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.]