An overwhelming majority of college students feel that diversity is important. Students want to explore diversity and need to be guided in ways that help them negotiate what often feels like a social and emotional minefield. While many staff and faculty share a belief that diversity education does not require specific training beyond either a generalist background in higher education or specific content expertise in one area of diversity, diversity education has its own canon of literature, content expertise, and pedagogical best practices that require intentional study and skill development. In this article, the author outlines four dimensions of cultural competence that all faculty and staff should develop to effectively and authentically support student development of critical cultural consciousness within a safe, affirming environment.