The growing cultural diversity in the United States necessitates that nurses be prepared to give culturally competent care. Studies in nursing curriculum emphasize the need for culturally congruent care, but research is limited on the implications of this recommendation for the training of nurses. Curriculum and instructional planners need input from faculty in order to integrate this information into nursing training. This qualitative case study was designed to investigate nursing faculty understanding of cultural competence and their perceptions of what constitute the critical elements necessary for a culturally competent nursing curriculum. The Campinha-Bacote model of cultural competence was used as a theoretical framework for typological analysis. Data for analysis included semistructured interviews of 9 faculty members from schools of nursing in the southeastern region of the United States, analysis of students‘ evaluation and assessment forms pertaining to cultural competence, and review of archival online curricula from some schools of nursing. Patterns within the data were compared to the model, nonexamples were identified, and relationships and generalizations followed the analysis. Findings suggested that faculty had awareness and knowledge of cultural competence, and although all participants agreed that student nurses should be taught cultural competence, current assessments fail to adequately emphasize this aspect of nursing practice. This research contributes to the literature and social change by informing leadership about the type of personnel, curricula, and instructional improvements needed to address cultural competence in schools of nursing and preparing culturally competent clinicians for the future.