In the 21st century, academic climate educators must be knowledgeable of and sensitive to differing cultural values and customs of the students we educate and patient populations we serve. Demographic projections for the United States over the next 20–40 years suggest a decrease in the current white majority to that of a minority, with corresponding increases among Hispanic and Asian American Groups (Pew Research Hispanic Center, 2008). Most facets of our society are, and will continue to be, impacted by such large transformations, and this includes all components of academic programs in Communication Sciences and Disorders (CSD). This burgeoning growth of cultural diversity in the United States is mirrored in both the student body and the patient populations we serve. As such, developing “cultural competence” has become an imperative for CSD programs as there is a growing need to work effectively within the cultural context of patients, their families, and their communities. In this paper, we focus on Rush University’s (RU) ongoing experience with creating cultural competence among students, faculty, and preceptors in academics and clinical education.