Diversity-centered courses may prompt student biases and misconceptions in unique ways. Studies have illustrated that developing an understanding of why value-laden content is difficult for students to learn is paramount to effective teaching. Research has indicated that self-reflection has a positive effect on academic growth. This study explores the development and implementation of an effective teaching strategy prompting self-reflection by students in diversity-centered courses. More specifically, the authors analyze the results of a pilot study and offer recommendations for replication in other courses, as well as implications for the broader community of multicultural education.