Various research suggests that a professional school counselor's ability or willingness to use perspectives and techniques from various counseling theories indicates their multicultural competence. Despite the extensive literature describing the importance of being a multicultural competent counselor, the link to the influence of theoretical orientation on one's multicultural competence has been largely ignored by current research. To address the gap in the research concerning the relationship between professional school counselors' multicultural competence and theoretical orientation, the current study was designed utilizing the updated multicultural competencies from the MSJCC (2015), emerging theoretical orientations, as well as a multicultural competence scale designed specifically for professional school counselors. This study aims to assist counselor educators in discovering the most appropriate approach to foundational professional identity development concerning theoretical orientation selection and multicultural competence among school counselors in training. [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.]