As enrollment of ethnically diverse students continues to increase, so should the number of teachers increase who are trained in multicultural education methods. Traditionally, those culturally competent educators come from Minority Serving Institutions. Given the lack of current research or data on the benefits of this type of teaching at MSIs relating to student outcomes, longitudinal as well as qualitative methodological approaches are suggested, hoping the results will bring about the awareness required to promote further change and ensure equitable learning environments for all.