In healthcare, cultural competence is an essential skill identified as one of the most modifiable factors in resolving health disparities. Through the lens of multiple frameworks, including the Process of Cultural Competence in the Delivery of Healthcare Services, multicultural education, and reflective practitioner, this study seeks to explore how students understand the concept of cultural competence in an entry-level physical therapy program and where in the curriculum they locate their learning experiences of the idea. Third-year students from a single entry-level physical therapy program are recruited to participate in individual interviews, online questionnaires, and focus group discussions. The study used a qualitative case study approach with a constructivist grounded theory data collection and data analysis methodology. The cyclical data collection and analysis methods with an initial, focused, and theoretical coding scheme were adopted to generate themes to answer the research questions. Drawing on participants' understanding of cultural competence, this study illustrates that, although students exhibit analogous motivations and definitions of cultural competence, there exists a variation in their skills and knowledge pertinent to cultural competence. Moreover, the results advocate for continuous integration of classroom learning with practical clinical experiences, complemented by intentional learning experiences, to enhance students' cultural competence. The findings implicate the critical need for curricular revisions that emphasize cultural competence, ensuring students are adequately equipped to navigate society's rapidly diversifying demographic landscape. [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.]