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As this emphasis on preaching has become increasingly more important, reflected by post-conciliar documents and statements by the popes following the council, the question remains: has the seminary curriculum changed with this emphasis to ensure that the clergy are properly trained for preaching.  This research project reviews the literature of evaluation of preaching over the last three decades along with the changes in requirements for homiletics in the five editions of the Program of Priestly Formation.  The author developed a research tool using Appreciative Inquiry and interviewed homiletics professors at six Roman Catholic theologates in the United States to aggregate the 'best preaching practices' in these homiletics programs.  The aggregated results demonstrate that in fact improvements have been made in the preaching programs.  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The purpose of this thesis is to demonstrate through catechetical preaching that Hispanic parents can learn skills to transmit the Catholic faith successfully to their confirmation teenage children. Chapter 2 provides the necessary background for the thesis project's intervention: Hispanic Catechesis in the U.S. in 2018. Before arriving at this goal, however, it is necessary to examine the Catholic Church's understanding of catechesis and interculturalism. Effective catechesis will involve not only appropriate pedagogies but also a cultural analysis of the society in which catechists teach. Chapter 3 starts with the history of the Catholic homily from Vatican II until the papacy of Pope Francis. Next, the chapter introduces catechesis and discusses whether the Sunday homily should be catechetical in nature. These two themes then lead to the culmination of the project: cross-cultural catechetical preaching to Hispanic parents in 2018. The principal investigator will attempt to paint a portrait of this complex reality. Chapter 4 describes the intervention. The principal investigator developed a thirteen-week course for Hispanic parents and their confirmation children. He employed the tool of Appreciative Inquiry (AI) at the beginning of the course and interviewed all parents and their children both before and after the course. He also took field notes during the course to note observations of growth both in parents and in their children. He then analyzes the qualitative research for the thesis project: the initial two sessions of AI, initial interviews, and final interviews.  Chapter 5 presents the final product created from the thesis project's research data. 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