Research suggests a linkage between the academic success of culturally and linguistically diverse students and the cultural competence practice and behaviors of educators. Attention in the available research is given to urban school districts with a large population of culturally and linguistically diverse students and the relationships between non-matched racial or cultural group teachers. The purpose of this study was to examine the cultural competence levels of Mississippi educators. Emphasis in the research study was given to districts with matched-race or matched ethnic group between educator and student to examine to what degree certified public school educators practice culturally competent behaviors in six subscales: Knowledge of Community, Personal Involvement, Resources and Linkages, Staffing, Service Delivery and Practice, and District Policy and Procedures on the modified Cultural Competence Self-Assessment Survey. The participants where certified K-12 educators in the second largest school district in Mississippi. Data were collected through an online data collection system. Data were exported from the online system and analyzed using the Statistical Package for the Social Sciences (SPSS) data analysis program. The findings indicate that participants have more cultural competence in subscales where they have more personal involvement, and that there is no significant difference in the degree to which culturally competent behaviors are more or less frequently practiced between different demographic groupings. The Polyphony Model for Cultural Competence is introduced in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]