One of the challenges in United States education is broadening the cultural horizons of students beyond the borders of their country. Various factors contribute to a lack of global awareness, including educational curricula, media coverage of events, the influence of a common language and an expansive geographic area, and patterns of demographic and social interaction within the country. Regardless of the causes, development of intercultural competencies is vital for United States students. In this era, students need to be aware of the importance of global and cultural issues, informed about their current level of awareness, knowledgeable about multiple cultures and practices, and capable of functioning effectively within a global framework. This may be particularly important for business students who cannot ignore the global marketplace after graduation. This paper offers a model for accomplishing this through a semester-long process in a business course focusing on management of cultural differences. The process includes an initial intercultural effectiveness survey of students developed by the Kozai Group as a baseline, exercises to illustrate the application of cultural competencies, development of a specific personal plan for improvement of identified areas of weakness, implementation of the plan through multiple activities, use of journal writing and reporting of student experiences, and a second administration of the intercultural effectiveness survey at the end of the course. The final part of the design includes individual analysis of the project. Use of this design can result in substantial changes in students’intercultural competencies over the course of a semester.