Abstract: Cultural competence skills have become imperative to support effective collaboration and interactions for all who work with young children and their families. This project’s purpose is to enhance student’s cultural competence and ability to work with a wide range of young children and families in three targeted early childhood courses through modules containing socially validated, customized, culturally responsive (a) vignettes, (b) videos, and (c) assigned readings. Module contents were developed to align with professional standards related to cultural competence and diversity and inclusion/analysis of specific diversity and culture-related course objectives. The virtual review process was developed to review, assess, and provide feedback related to the project. This paper will discuss data collected through the following three methods: (1) Student pre-post surveys to measure students’ changes of perceptions and beliefs; (2) Results of a technology embedded curricular content review from six trained graduate students and one upper-level undergraduate student as well as two early childhood content experts; and (3) Analysis of review checklists with feedback on usability and appeal of the modules as well as rating how well modules meet set goals of organizing and systematizing and gaining content in anti-bias related to early childhood as well as how well they align with programmatic goals.