Diversity within schools can enrich education. However, without systemic cultural competence, numerical diversity may undermine educational goals when student needs are not met in appropriate ways. Because student experience and engagement drive educational effectiveness, student perceptions of school climate can provide necessary feedback to evaluate cultural competence development strategies. The purpose of this mixed methods study was to understand the relationship between school racial/ethnic climate and a year-long staff cultural competence training program. In the quantitative portion of the study, 135 paired pre- and post-training student responses to Likert-scale questions were analyzed. The preexisting data set, capturing student perceptions across the 2023-2024 school year, also contained open-ended questions that were coded and themed in the qualitative portion of the study. Additionally, three semi-structured interviews were conducted with staff members from underrepresented populations on campus to better understand the lived experience of all groups during this training phase. Quantitative analysis revealed student perceptions were statistically significantly higher regarding teachers actively addressing insensitive racial comments and statistically significantly lower for student perception of teacher respect for their race/ethnicity, following the teacher professional development year. Additionally, staff felt they were more culturally competent than students felt they were. Analysis of the open-ended questions revealed that students and staff felt the school was focused on the correct domains, Community and Conflict Resolution. Teacher consensus was around a Christ-centered diversity training program honoring to God's created diversity that also included recognition of the role of relationships, and more diversity on campus. Students recognized school efforts to address racially insensitive comments and build a healthy, inclusive environment, but differed on their opinion of effectiveness. Five themes emerged from the interviews: confronting racial/ethnic issues, diversity positive community, education and training, more diverse population needed, and relationships built on respect, understanding, and common ground. Participants shared their responsibility to represent their race/ethnicity well to invalidate stereotypes and recognized the role of relationships in promoting harmony across races/ethnicities. This study provides insight into the experience of students and members of underrepresented populations on a campus actively pursuing cultural competence that can be used to formulate strategies to further multicultural development. [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.]