Teaching for cultural understanding has always posed many challenges regarding exactly what should be taught and how it should be presented. For instance: should students be taught a list of facts about another culture, which may lead to stereotyping? Should there be comparison between one's own and another culture, which may involve dealing with student attitudes, emotions, and beliefs? Should students learn about festivals, customs, literature, and food or should there be a greater focus on monuments and historic sites, which may lead to important omissions? (Omaggio Hadley, 2001). In addition to the difficult content selection process, professors often feel unprepared to teach students about a culture different from their own, since culture involves interdisciplinary knowledge. Moreover, once the content selection has been completed, professors need to address more general pedagogical issues. Research has shown that traditional lecture methods, in which professors talk and students listen, are less effective than "active learning" methods whereby students are actively engaged in higher-order thinking tasks, such as analysis, synthesis, and evaluation (Bonwell & Eison, 1991). Thus, professors need to find ways in which students are actively engaged and able to experience the culture. This paper discusses how these challenges to teaching cultural understanding have been addressed by two professors in two different courses: Humanities 460: "Language and Culture in Indigenous California," taught by Prof. Jany, and Spanish 370: "Literature of the Conquest," taught by Prof. Gallegos-Ruiz.