This monograph attempts to bring insights of diverse branches of educational theory to bear on the practical question of how faculty can leverage the diversity students bring to class in ways that support their intercultural learning outcomes. The authors aim to demonstrate the breadth of research establishing a supportive relationship between the presence of diversity and various student development outcomes, and propose one way of approaching intentional design for such outcomes to be achieved. This monograph assists faculty in identifying the opportunities available in the classrooms, reflecting on established norms that can inhibit or diminish the capacity to effectively engage diversity, and designing an intentional classroom environment that structures interactions between students in ways that value the existing diversity and enhance the learning outcomes. Presuming that frequent and longitudinal opportunities to engage diversity will support the development of the necessary levels of cognitive and affective development, it is important to provide these opportunities across the curriculum and over the course of students' undergraduate education. The authors contend that there is no classroom that cannot support the development of intercultural competence, no classroom so encumbered with disciplinary knowledge or content requirements that there is no opportunity for this work, no classroom whose educational goals will not be enhanced through deliberate, thoughtful, and well-designed integration of diversity into its pedagogy. Chapters of this monograph include: (1) The Need for Intercultural Competency Development in Classrooms; (2) Understanding Intercultural Competence and Its Development; (3) Developing a Pedagogy That Supports Intercultural Competence; (4) Engaging Diversity Through Course Design and Preparation; (5) Practicing a Pedagogy That Engages Diversity; and (6) Summary: Conclusions and Recommendations. Subject and name indexes are provided. (Contains 2 notes and 1 figure.)