This study examines intercultural sensitivity development from a diversity curriculum in two university general education courses. The results indicate that instructional strategies addressing complex levels of student engagement elicited movement from an ethnocentric to an ethnorelative worldview as described in Bennett's Developmental Model of Intercultural Sensitivity. The results represent a significant step regarding instructional techniques used in general education courses for teaching intercultural sensitivity, the advancement of multicultural education theory, and the use of deductive research techniques for assessing intercultural sensitivity skills.