Type 2 diabetes mellitus is one of the most common chronic diseases in the United States, with nearly 26 million Americans affected. Diabetes Self-Management Education (DSME) has long been shown to be a cornerstone of diabetes management, but additional support and education are needed to maintain positive outcomes. DSME programs that are patient-centered and interactive have been shown to be effective, and these programs utilize empowerment-based strategies. Group diabetes care, in place of the traditional individual office visit, is an effective method to deliver patient-centered, interactive diabetes education. The purpose of the doctoral capstone project was to implement group diabetes care utilizing a patient-centered approach designed to promote patient empowerment and included interactive, patient-centered diabetes self-management education for an underserved population at South Lake Health Clinic. This practice innovation for diabetes care was expected to increase diabetes knowledge, patient perceived self-efficacy, improve attitudes towards diabetes, and reduce perceived barriers to positive self-management behaviors for underserved, adult patients at South Lake Health Clinic. Knowles’ Adult Learning Theory guided the project since this theory maintains that adults are autonomous in nature and approach problems in a different fashion. A preexperimental, one-group pretest-posttest design was employed. Eight patients attended three group visits, approximately 2-3 hours each, at four week intervals. Participants were given brief, individual physical exams followed by an interactive group education and support session. Outcome measures included diabetes knowledge, patient perceived self-efficacy, and self-management behaviors barriers and attitudes.