This study explored the perspectives of faculty at six evangelical Christian universities concerning cultural diversity and how theological beliefs might impact faculty members' commitment to a culturally competent pedagogy. A mixed methods design employing both quantitative (survey) and qualitative (interviews) was utilized for data collection. Two hundred fifty-four faculty members voluntarily responded to an original survey. Subsequently, 30 faculty members participated in a follow-up interview with the researcher. An analysis of the data provided evidence of a variety of effective culturally relevant pedagogies at Christian institutions. Many participants stated that building relationships with students of color was even more important than specific instructional practices. This study suggests that an increasing number of faculty are interested in adapting their behavior and pedagogy, an encouraging finding for students of color. The wide range of teaching strategies and faculty development options described by participants suggests that developing a culturally competent faculty can be accomplished through multiple means. (Contains 11 tables. )