Arab American college students, like their peers, grapple with anxiety and depression. However, unlike some of their peers, they have their own set of unique personal, socio-political, and cultural challenges that can impede their ability to persist socially, academically, and personally. It is important for college counselors to keep pace with the various factors that this group of students will seek in their counselors for support. The purpose of this study was to assess the impact a 90-minute professional development program would have on community college counselor's level of cultural competency when working with Arab/Arab American students. The results of this study demonstrated that community college counselors are receptive to improving best practices when working with Arab/Arab Americans. Based on survey analysis, gains in counselors' knowledge, awareness, and skills were smaller than anticipated. However, there was an increase in their understanding of several key items such as the historical oppression experienced by Arab/Arab Americans, counselors' sensitivity to circumstances, including personal biases, language dominance, stage of ethnic identity development, which may dictate referral of the minority client to a member of their own racial/ethnic group, and awareness of differential interpretations of nonverbal communication. Student focus group results indicated that a majority of the students placed value on counselor's ability to provide services to them through a multicultural competency lens. Focus group results also demonstrated that students strongly felt the more similar the student-counselor dyad, the greater the likelihood that students will engage in counseling. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]