This study seeks to examine whether there is a difference in knowledge, skills, and attitudes, as measured by the Sexual Orientation Counselor Competency Scale, version 3 (SOCCS-3), of counseling, social work, and psychology graduate students, before and after viewing a Transgender specific educational PowerPoint presentation. The study addressed a gap in research in evaluating how Transgender specific training or educational materials may benefit graduate level counselors, social workers, and psychologists to work with the Transgender community. Using a pre test-post test control group design, a sample of 139 counseling, social work, and psychology graduate students completed the SOCCS-3 pre and post viewing of an educational PowerPoint (experimental group) or a 10-minute wait period (control group). SOCCS-3 scores were analyzed using a 2 x 2 ANOVA with group and pre test versus post test conditions as factors. Results showed a statistically significant increase in SOCCS-3 scores between pre test and post test measures of the experimental group that was not present in the control group. There was no significant group difference in pre test SOCCS-3 scores; however, post test SOCCS-3 scores were greater for the Transgender specific PowerPoint group than the control group. These findings are consistent with, and contribute to, Vygotsky's constructivist learning theory. The findings further support the incorporation of Transgender specific materials in coursework and field training at the university level and Transgender specific training opportunities as part of continuing education. [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.]