CNSs face unique opportunities and challenges in meeting the health care needs of culturally diverse populations. As an education consultant involved in the development and implementation of a transcultural health education program, a CNS is required to have expert knowledge of the target population's health beliefs, values, and practices as well as knowledge of their language, level of literacy, and traditional teaching-learning styles. A critical consideration includes the use of a pluralistic model of education that addresses both the implicit and explicit conditions of learning and education. This paper describes the model and its application in the development and implementation of a health education program for the Hmong. The transcultural education process is examined and analyzed for appropriateness and effectiveness.