The development of college students' cultural competence is important in an increasingly diverse world. This exploratory, qualitative, action research study examined how 158 first-year students understood and applied core concepts after participating in a standardized diversity and social justice lesson plan designed using transformative education principles. Three student affairs staff conducted content analysis on credit-bearing reflection papers submitted after participation in the lesson plan. Data were manually coded and collectively analyzed revealing themes regarding students' abilities to accurately discuss multiple core concepts, demonstrate internalized responsibility, and indicate self-growth, all of which were related to students' conceptual understanding and intrapersonal application of concepts. Implications are discussed for designing curricular and cocurricular diversity initiatives that utilize a multiplicity of concepts and social identities, promote intrapersonal development, and explore systems of privilege and oppression as part of the transformational learning process.