The population of the United States is rapidly changing, forcing us to reevaluate our idea of the concepts of majority versus minority. According to U.S. Census data, "minority" groups are growing at rates far exceeding that of the White population. With that, there becomes more of a necessity to understand the impact of culture. Much of the multicultural competence literature is grounded in the counseling and clinical literature, but it is incumbent on all persons operating in this multicultural environment to establish a level of multicultural competence. The purpose of this dissertation is to explore the definition of multicultural competence from the perspective of master teachers. In addition this dissertation will look at the amount of formalized multicultural training, and its relationship to measured levels of multicultural competence through the use of the Multicultural Counseling Inventory (MCI). Through a mixed model approach, using thematic analysis and a non-experimental/correlational design, the meaning of the concept came to light in the words of a group of psychology teachers who are recognized expert educators. The amount of formalized multicultural training was significantly correlated to full-scale scores on the Multicultural Counseling Inventory (Educators Version). Likewise, 16 different themes emerged in the content analysis revolving around the issues of multicultural competence in the classroom, specific multiculturally competent behavior, training, and assessment. Several unique elements surfaced within these themes to differentiate multicultural competence in educators from multicultural counseling competence. These differences are discussed, along with several post-hoc analyses, in order to make specific recommendations regarding teaching, as well as future research to advance this dialogue.