College teaching across cultural norms and epistemologies has received little research attention, yet it is increasingly important to faculty work and student learning as enrollments continue to diversify. This article provides a review and critique of theory and research on teaching and learning across cultures in college. The author applies thematic pattern analysis to search for overarching elements within existing theory and research on culture and learning. A model of four essential elements for teaching effectively across cultures is proposed that includes faculty cultural self-awareness and multicultural competence, a multiculturally empowering classroom climate, diverse demographics of students and faculty, and diversifying cultural constructs of pedagogy. Recommendations are suggested for future exploration and research. (Contains 1 figure.)