This research examined if a lecture-based intervention increased the DEI knowledge, awareness, and readiness to change in undergraduate public health students. Topics included a systematic review of DEI activities in undergraduate public health classrooms/academic programs, determining reliability of an adapted tool to measure knowledge, awareness, and readiness to change, and statistical analyses of pre- and post-data to determine knowledge, awareness, and readiness to change after students participated in the lecture-based intervention. The systematic review identified a gap in the literature regarding public health DEI education in the classroom. Through additional analyses, themes of DEI were identified in previous publications that focused on educating undergraduate public health students. This confirmed that DEI included themes of health equity, racism, working with diverse populations, and more. For this research, the Central Vancouver Island Multicultural Society Cultural Competence Checklist was adapted to meet the needs of the study. Testing the reliability of an adapted tool to measure knowledge, awareness, and readiness to change for this population resulted in strong reliability. Using the adapted tool to measure increased DEI knowledge and awareness, this study demonstrated that overall total scores increased and were statistically significant. This study also measured students' readiness to change in academic and workforce settings. Additionally, each measure in this study was statistically significant. While this was a pilot study, this research should guide future research on how to increase DEI knowledge, awareness, and readiness among undergraduate public health students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]