Abstract Jack B. Lewis, Jr. Joretha Bourjolly, MSW, PhD. Background: The NASW Code of Ethics charges social workers to be ethically responsible by providing culturally competent practice. The CSWE EPAS addresses teaching culturally competent social work practice in graduate education by requiring the inclusion of diversity content in the social work curriculum. Methods: This research examined the methods utilized by graduate social work programs to teach culturally competent practice to students utilizing diversity content. Data was collected through the analysis of interview transcripts with 12 study participants and the content analysis of 75 course syllabi submitted by the study participants. Analysis: The following concepts derived from the Cultural Competence Practice (CCP) model (Lum, 2011; Fong, 2001): 1. Cultural Awareness, 2. Cultural Values, 3. Knowledge Acquisition, and 4. Skill Development and, 5. Inductive Learning were utilized to guide the content analysis of the interview transcripts and seventy-five course syllabi. Any additional codes that emerged during analysis were also noted and discussed. Results: The study findings reflected that the graduate social work programs in the study sample taught cultural competent social work practice to students through varying combinations of three methods: a. Courses; b. Field Education and c. Non-Course Related Strategies e.g., student organizations, events, and/or community service projects. This limited exploratory study indicates CSWE accredited graduate social work programs utilize various methods to teach culturally competent practice to students. Clinical implications, limitations and further research are discussed.