As the demand for behavior analytic services grows, we can expect to see increased diversity among both people seeking behavior analytic services and people seeking licensure or certification as behavior analysts. We must consider the best methods for teaching multicultural competencies to graduate students while simultaneously accommodating students from different cultural backgrounds. This dissertation explores an application of Culturally Responsive Pedagogy (Gladson-Billing, 1995) and the Proposed Standards for Cultural Competence in Behavior Analysis (Fong & Tanaka, 2013) to the development of online, graduate coursework in cultural and ethnic diversity. In addition to the development of graduate coursework in cultural and ethnic diversity, graduate training programs must also consider the effectiveness of this coursework on the behavior of their trainees. Culture affects the practice of Applied Behavior Analysis in many ways. An individual's family culture or a community's culture often defines what behaviors are appropriate or inappropriate. Practitioners need to adjust service delivery to accommodate the unique language and cultural needs of each of our clients in order to deliver the most effective behavior-change interventions. This dissertation develops a framework for delivering cultural competence coursework to behavior analysis students and explores a method for evaluating the effectiveness of this coursework using embedded assignment questions based on complex case examples. Specifically, using a quasi-experimental design, this dissertation evaluates the effects of cultural competence coursework developed to increase student knowledge of how culture can affect human behavior and to increase ability to apply this knowledge to behavior analytic technologies in practice. The coursework was evaluated first by administering a social validity survey to students who completed the course between 02/2022 and 12/2022. Secondly, in subsequent coursework, responses of the students who completed the cultural competence course were analyzed and compared to those students who had not yet taken the cultural competence course. More specifically, a course targeting the technology of Functional Behavior Assessment (FBA) served as the "evaluation environment" to determine if those students who took the cultural competence course were more likely to identify cultural variables in two selected course activities. The selected activities consisted of two case studies depicting a child displaying challenging behaviors with a variety of described setting events. Results indicate that students who completed the cultural competence course rated it as having social validity. Specifically, 90% of students who responded to the student satisfaction survey found the course content helpful in understanding issues related to ethnic and cultural diversity as is relates to the practice of behavior analysis and agreed that the course improved their skills as a behavior analyst. Similarly, 66% of students who had taken the cultural competence course prior to completing the FBA course identified cultural variables as potential setting events after completing a subject-specific module in culturally responsive assessment compared to 39% of students who had not yet taken the cultural competence course. No difference was found between the two groups of students prior to the introduction of the subject-specific module in conducting culturally responsive FBAs. [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.]