Multicultural education is a foundational imperative for the field of communication sciences and disorders (CSD). The increasing cultural diversity of the United States’ population, which includes cultural groups based on race, religion, gender, sexual orientation, and socioeconomic class, implores effective implementation of multicultural education in CSD. Multicultural education can be defined as a dynamic, multifaceted process that seeks to increase cross-cultural understanding in culturally and linguistically diverse (CLD) groups (See Sleeter, 1996; Ozturgut, 2011). Minimal training in multiculturalism paired with a limited awareness for cultural humility compounds the ability of educators and students to implement effective teaching, learning, and clinical services (Horton-Ikard & Munoz, 2010; Victor, 2012). Furthermore, implicit training techniques may not prove effective as students fail to realize multicultural training is being implemented (Randolph & Bradshaw, 2018). This article will discuss the effectiveness of various instructional models (e.g., independent multicultural course) and provide evidence-based strategies to cultivate multicultural education and support cultural humility within the CSD curriculum.