Classrooms continue to become more diverse, and the overall demands on educators have expanded (Howe & Lisi, 2020). These changes require teachers to engage in cross-cultural interactions, to adapt instructional strategies, to be aware of the mental health states of young people, and to be more active in social justice issues (Baldridge, 2014; Hahl & Lofstrom, 2016; Henderson et al., 2019). If adjustments are not made, individuals who are part of a minority population may be in danger of being mislabeled in, misguided through, or excluded from their educational pursuits (Akamatsu, 2000; Chao, 2013; Gargiulo, 2007; Howe & Lisi, 2020; Lopez & Bursztyn, 2013; Sue & Sue, 2013). The present study explored Indiana educators' perceptions of their multicultural competence in the areas of multicultural awareness, knowledge, and skills. The results of this study indicate the majority of educators have a favorable view of their overall multicultural competence. However, the varied competence in specific areas and from specific populations may indicate the state of Indiana does not have a systematic approach to ongoing multicultural professional development for educators. [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.]