The increasing calls for diversity research signal a need to explore strategies through which we attempt to interact with and respond to diversity intentionally in courses and curricula. This case study of a first-year inquiry course in a college of education fills a gap in the literature by documenting and analyzing instances of educators actively working with multiple dimensions of diversity in the classroom so as to support students' development of diversity-related competencies. The guiding research question for this study was to explore what curricular and/or pedagogical activities students in a first-year experience course identified as facilitating their engagement with diversity in an intentional, purposeful manner.