With the rise in globalization, an increasing number of minoritized, multiracial, and cross-cultural students are enrolling in the U.S. PK-12 school systems. As the PK-12 student landscape becomes more diverse, teachers, staff, principals, and school counselors need to be aware of and able to address specific needs and provide support for students to be successful. An integral part of this study is a close examination of the multicultural and cross-cultural training of school counselors working with cross cultural kids (CCKs). In this descriptive phenomenological study, data were collected through semistructured interviews with 10 school counselors from schools across the United States, including several who had worked in international school settings. Five key themes or messages emerged from the data analysis: understanding CCKs, identifying the needs of CCKs, and supporting CCKs, as well as providing insight into how the school counselors had been trained and prepared to work cross-culturally through their master's programs and continuing education experiences. An unexpected additional message that all school counselors emphasized was the impact of the school's culture on CCKs and their work with CCKs. These messages indicate a need for further research on CCKs, school counselors, and counselor education programs, as well as a need to reevaluate current andragogical practices and conduct evaluations of school counseling master's programs to critically reflect on how counselor educators can improve school counselor training to be more effective in reaching diverse and minoritized populations. [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.]