Multicultural Course Change involves deliberate and thoughtful attention to developing and presenting course material that focuses on well-defined multicultural goals. In this qualitative study, nine faculty participated in a Summer Diversity Institute designed to support multicultural curriculum development and instruction. Syllabi were reviewed for multicultural content and assessment, while direct classroom observations were conducted to assess instructional strategies and classroom dynamics. A review of syllabi revealed moderate implementation based on Morey and Kitano's theoretical model of Multicultural Course Change. Classroom observations illustrated that faculty were able to engage students in multicultural course goals to a greater degree than specified in the analyzed syllabi. Implications for institutional diversity programming and faculty professional development are discussed.