As diverse student populations in the United States continue to increase, the need to support culturally diverse student groups has become increasingly important, especially in postsecondary institutions. Colleges and universities have been relying heavily on student affairs professionals (SAPs) to provide services that inform and support diverse groups of students while in college. However, the question arises as to whether today's SAPs have the adequate knowledge, training, and skills that are needed to work effectively with the many diverse student groups that are part of higher education's population today. Little is known about the effects of graduate preparation programs on the student affairs practice and the sense of preparedness possessed by today's SAPs. This research study attempted to conceptualize cultural competence as it applies to the student affairs practice and make the case as to why cultural competence is a needed framework for SAPs working in higher education. Moreover, the present study emphasized why this framework needs to be part of graduate programs that prepare prospective SAPs. This research study used a concurrent, mixed-methods design that included 117 student affairs participants practicing in the state of New Jersey. Additionally, intersectionality theory was used as the theoretical framework for this study. The findings support the application of intersectionality theory as a framework for cultural competence preparation of SAPs. [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.]