The purpose of this mixed-methods study was to explore how students develop cultural competency through participation in an experiential learning-embedded college course. Existing literature often addresses career readiness, student success, cultural competency, and faculty-student affairs collaboration as distinct areas of research. However, while students may engage with diversity best practices as leaders or through diversity-related courses, bridging the gap between curriculum and competency development remains a critical area for ongoing discussion. This study focused on a course I designed on Korean culture and identity, which provided an overview of topics such as history, politics, cuisine, music, and current events. The course incorporated experiential learning activities, including a book club, taekwondo demonstration, K-pop dance routine, group meals, and a study abroad program. It created a cultural experience to expand students' perspectives and prepare them to engage with this global community. Supported by the Framework of Individual Diversity Development by Chavez, Guido-DiBrito, & Mallory (2003), this study evaluated students' perceptions of their cultural competency development through document analysis and pre- and post-surveys. The analysis of student portfolios revealed four themes related to cultural competency growth. The survey results from using the Global Perspective Inventory instrument indicated positive gains in student's cultural development. Additionally, students reported that participating in the course made the experiential activities meaningful, helped them connect with peers, and built excitement for their upcoming study abroad experience in Seoul, South Korea. [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.]