This report examines the results of an exploratory research study of the social competency development among multicultural students who attended an after school program administered by the Spanish Education Development Center in Washington, D.C. Three main questions were probed: (1) What social competencies are needed by multicultural children to maintain effective functioning in three culturally distinct settings--home, school, and among peers? (2) What conflicts are inherent in maintaining multiple adaptation? (3) What are the resultant stresses and their management by children successful in maintaining this multiple adaptation? Chapter one explains the theoretical constructs and methodology of the research. Testing techniques and instruments are discussed in chapter two, and the association between selected demographic variables and multicultural social competency scores is examined in chapter three. Chapter four includes a series of case study profiles of 24 Hispanic students (ages 6-12), who participated in the after school program. Chapter five is a discussion of the components of social competency development in multicultural children, including the criteria for judging social competency as defined by parents, peers, and teachers, and the instruments for evaluating performance levels of children in home, street, and school environments. The concluding chapter presents hypotheses and theoretical constructs on the development of social competency skills in multicultural elementary-aged children of Hispanic background. A separate volume of appendices includes the data collected for this report (assessment scores and conversion tables) and a bibliography. (JCD)