As the demographics of the student population in the United States grow more culturally diverse, the need for culturally competent school psychologists becomes more evident. To meet the needs of a culturally diverse student population and their families, school psychologists must possess the knowledge and skills to provide culturally appropriate assessments, counseling, and consultation. The School Psychology Multicultural Competence Scale (SPMCS) is a self-report measure designed to assess the cultural competency of school psychologists which consists of four subscales including cultural knowledge, cultural skills, cultural awareness, and cultural appreciation (Malone et al., 2016). The factorial validity of the SPMCS was established with graduate school psychology students. The purpose of this study was to determine if the SPMCS assesses the same four factors when administered to practicing school psychologists. The study also examined if coursework, practical training experience, and social desirability predicted school psychologists' self-reported cultural competency. A sample of 152 practicing school psychologists completed the SPMCS. The results of a principal component analysis indicated that two factors (cultural knowledge and cultural skills) assessed cultural competency. Additionally, results of a multiple regression found that practical training and coursework predicted cultural competency. Implications for school psychology training programs and recommendations for future research are discussed. [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.]