This qualitative descriptive study explored how K-12 special educators describe how their use of cultural competence--awareness, knowledge, attitude/beliefs, and skills-- influences how they assess and address the needs of culturally and linguistically diverse (CLD) students in the US. The critical multicultural education competency model is the theoretical foundation for this research study. Based on this model, one primary research question and four secondary questions guided the study. Using purposive sampling, the researcher recruited forty minimum participants for the questionnaire and ten minimum for the interview and focus groups to collect data analyzed using thematic analysis. The results indicate that there is a need for educators to understand their cultural competence. Both teacher-led and student-led strategies are needed to ensure teacher actions, outlooks, outcomes, judgments, and challenges/rewards are culturally appropriate based on teacher self-reflection of their cultural awareness, knowledge, attitudes/beliefs, and skills at high levels of interaction. The findings of this study impact future research in education with suggestions for special educators, school districts, and pre-service teaching programs and courses. [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.]