The enclosed manuscript discusses the challenges (student resistance, institutional time constraints, course isolation) of a successful conventional stand-alone multicultural course and describes how these challenges were overcome with the incorporation of technology into the instruction and assessment process. The article describes how technology: extended student/student and student/instructor interaction, sustained post-class peer support, augmented student/expert dialogue, and linked content and foundations curricula with multicultural pedagogy. The infusion of technology also created a paperless system for future research, a productive tool to monitor student preclass preparation and comprehension, a vehicle for individual and small group debriefings, and an efficient method to evaluate, modify, and manage instruction.