In this reflective essay, the author considers the interpretations, perspectives, and intentions she brings to religious education, and how they become part of the curriculum, influencing not only what she teaches but how she perceives the needs of students. She asserts that instead of focusing on curriculum to solve cultural diversity issues, educators should instead examine their own worldview and develop cultural consciousness: the acceptance that a teacher presents the content to be learned through the vehicle of his or person, social location, experiences, theology, way of understanding and thinking, manner of organizing information, and tendencies in giving shape to that information in a particular environment. She discusses some techniques for learning culturally sensitive habits of thinking and engagement.