This study assesses an assignment for incorporating diversity into the principles of public relations course. The assignment is tailored to the challenges of using an active learning approach in a large lecture class. For the assignment, students write a goal, objectives, strategies, an identification of tactics, and evaluation plans for either low-income African-American women or low-income Hispanic women living in an urban food desert. Based on focus group data, this assignment appears to help students focus on lectures and retain the material a year after the assignment. With rare exception, the participants who completed the assignment had a better level of cultural understanding than participants who did not have the assignment, as measured by performances on a similar case study one year after the assignment.