There has been a rapid growth of diversity across North America in recent years, and hence the delivery of culturally sensitive services has found itself at the forefront of the field of psychology (Carter, 2001; Sue & Sue, 2008). Consequently, the need for multicultural education and training is increasingly critical, with a focus being placed on the development of psychologists' cultural competency (Abreu, Gim Chung, & Atkinson, 2000; Sammons & Speight, 2008). To this end, Enns and Sinacore (2005) provided a comprehensive review of the literatures on feminist and multicultural pedagogies and models, offered an in-depth analysis of the respective commonalities and differences between these approaches, and proposed an Integrated Social Justice (ISJ) Pedagogy (Sinacore & Enns, 2005) for the training of psychologists. This approach identifies that multicultural and feminist pedagogies share four common dimensions: (a) individual empowerment and social change, (b) knowledge and the knower, (c) single or multiple oppressions and privileges, and (d) reflexivity and self-awareness. This article describes how an ISJ Pedagogy was applied in a graduate-level multicultural psychology course. As such, it provides an overview of the model and how it is utilized in the didactic, experiential, and reflexive components of the course.