One of the areas of increased importance to social work pedagogy is the development of culturally competent practice skills. In focus groups, first and second year students, and recent alumni reflected on their growing awareness and competence concerning cultural diversity. Meaningful patterns emerged emphasizing the importance of psychologically safe but challenging learning environments, encountering theory through personal impact, the power of role models, and the need for a greater focus on the transfer of learning to the world of work after graduation. Classroom climate and teaching implications of the findings are proposed.