This qualitative case study examines one faculty member's approach toward instilling culturally immersive experiences into graduate curriculum. Participants completed course assignments designed to enhance their multicultural understanding and competence. Course assignments culminated in an immersive experience where students embodied an alter-identity representative of a culture, sub-culture, or group either foreign to the student or opposite themselves. Results indicated that the designed cultural immersion did assist students in transitioning their cultural knowledge from a basic understanding to a greater cultural competence.