Institutions of higher education have relied heavily on quality assurance mechanisms such as accreditation to ensure programs adhere to the most current standards. Simultaneously, conversations alluding to the impact of organizational culture have also increased, leaving many to question if relationships exist between educational environments, student outcomes, and the professional development of practicing sex offender counselors. By expanding on existing research, this study explored the relationships between CACREP and non-CACREP programs, organizational culture, and the competency scores of counselors who have provided counseling services to sex offender populations. Utilizing a non-experimental quantitative research design, this study performed a multiple linear regression analysis with questions from the Counselor Competencies Scale--Revised (CCS-R). Participants consisted of 51 licensed sex offender counselors who were asked to evaluate their counseling competency skills based on the culture and education received from their respective counseling programs. Scores from the subscales of the CCS-R assessment were analyzed and compared to determine if there were differences in the relationships between CACREP and non-CACREP programs. Results from this study showed no significant relationships between CACREP and non-CACREP counseling programs; however, the findings did reveal that competing values existed within these counseling institutions. This study yielded several implications for universities, counselors, educators, and any learner who may be considering pursuing a professional sex offender counseling career. [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.]