In an effort to understand the power that exists for those working in schools, the constructs of social privilege and social capital were empirically examined in order to understand their presence in a sample of university students enrolled in pre-service teacher-education or school psychology/counseling programs. This study examines the manifestations of these power constructs, and also examines the relationship between them. The findings, merged with the most advanced scholarship on privilege and social capital, expand the scholarship of attitudes to attend to in preparing future school professionals, related to the development and awareness of cultural competence and diversity sensitivity.