The main concern of this article is to illustrate how West Point equips future Army officers with an appreciation and understanding of cultural knowledge. A unique, multidisciplinary goal-based approach to curricular design and assessment (of students as well as the academic program) is described, focusing on the structure, process, and content of student experiences that contribute to the achievement of the cultural perspectives goal. The author reviews what the institution's assessment data are telling us about student achievement of this goal and how we use this evidence to improve the academic quality of the curriculum. And finally, the article draws informative lessons from our experience, particularly in terms of models and processes that may prove helpful for other colleges and universities throughout the United States that are striving to ensure their undergraduates acquire a robust cultural perspective. (Contains 3 figures, 2 tables, and 2 notes.)