The population of California continues to become increasingly diverse, and graduate programs in counselor preparation are dedicating more focus to curriculum and instruction that provide an inclusive space to explore diverse experiences and develop multicultural competence. One specific group contributing to the diversity of the national landscape is the mixed-race population, also referred to as the biracial, multiracial or multiethnic population. Although the need for counselor preparation programs that develop multicultural competence exists, there are few studies that explore the specific and unique experiences of the mixed-race population within these types of programs. The purpose of this phenomenological heuristic case study was to explore the experiences and multicultural competencies of mixed-race alumni of the Community-Based Block (CBB) Program, a unique multicultural and social justice oriented counselor preparation program. The program has foundations in critical pedagogy, deliberative democratic process, and affective experiential-multicultural and social justice education.Through the use of two focus groups and 13 semi-structured individual interviews, themes were identified to illuminate the experiences of mixed-race individuals and the development of their multicultural competency before and during their time in the CBB Program. Existing historical survey data that were obtained from the CBB Program informed the study's methodology. Thematic analysis of two sets of data collected resulted in 23 emerging themes that were organized into coding categories based on the study's primary and secondary research questions. Four overarching themes spanned across all data collected: "awareness", "acceptance", "the CBB Program format/essence", and "the lasting impact that the CBB Program has on its students." Awareness and acceptance were primary products of the participants' development of multicultural competence. These concepts were also found to be outcomes of the CBB format. From the findings of the study, the researcher discovered that participants developed their multicultural competency specifically around the concepts of becoming aware of self and others and accepting self and others. Because the training and development of their multicultural competencies occurred during their time in the CBB Program and continued after they graduated, participants felt the program had a lasting impact on their lives. This contributed to their experiences as well as to the development of their identities as mixed-race individuals and multiculturally-competent professionals. [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.]