Over the last 25 years, cultural competence education has gained prominence in various helping professions (Kaihlanen et al., 2019; Shepherd et al., 2019; Stubbe, 2020). Interestingly, there are opposing perspectives regarding whether cultural competence training is necessary and/or relevant in such fields. Examples of such divisions are captured in Weaver's (2008) work explaining how (1) some critics cite political correctness as a mandate for incorporating such kinds of courses in different curricula, and (2) others say it's fear of offending some marginalized groups of people that drives the need for including cultural competence as part of getting an education, while (3) yet others argue that because culture defines who people are and how they function/behave, there is a definite need to prioritize cultural competence training to produce not only effective but culturally sensitive professionals as well. In addition to these opposing views, other scholars believe that the emphasis on cultural competence is inevitable due to the extent to which cultural diversity and related issues are increasing in the United States (Gustafson, 2005; LaRoche, 2005; Nair & Adetayo, 2019; Wear, 2003; Westermeyer et al., 2006). The purpose of this paper is to discuss the process of developing a cultural competence course. [For the complete proceedings, see ED672800.]