Racial tensions have been part of the landscape on college campuses since before the Civil Rights Movement. Not only was racism experienced on college campuses, but spaces were not created for conversations about these tensions. Dialogue in the classroom is needed, especially with the increasing diversity of college students. Dialogue skills are essential for faculty to have since a difficult dialogue can have several outcomes depending on the actions of the faculty. The purpose of this project was to examine the factors that contributed to or inhibited Continuous Intergroup Dialogue's (CID) ability to achieve its stakeholder goal of having all faculty who participate in its program use CID skills in their classrooms by 2018. The analysis focused on knowledge, motivation and organizational influences related to achieving this goal. The results revealed a difference between planned and unplanned dialogue in the classroom. Planned dialogue was incorporated into the curriculum, allowing the faculty to provide readings/content which proved to aid dialogue as faculty had set norms or ground rules. This showed that faculty having conceptual knowledge of dialogue provided some guidance when engaging in it. When facilitating unplanned dialogue, the topic was not known in advance, and, in some cases, norms were not set prior, which led faculty to have low self-efficacy in facilitating the dialogue. Additionally, findings showed that, overall, participants did perceive being supported by the college and CID, but they believed both can do better to support implementation of dialogue in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]