The purpose of this study was to explore teachers' and school counselors' perceptions of their cultural competence in working with newly arrived Latino immigrant students by using a mixed instrument with closed-ended and open-ended items. Multicultural Counseling Competencies (MCC) served as the theoretical framework for this study (Sue, Arredondo, & McDavis, 1992; Sue et al., 1982; Sue, Zane, Nagayama Hall, & Berger, 2009). Collins, Onwuegbuzie, and Sutton's (2006) 13-step process model was used to facilitate the methodology of this mixed methods study. A mixed research design was used for significance enhancement which included a quantitative and a qualitative approach that occurred simultaneously, with the quantitative approach having the greater weight (Leech & Onwuegbuzie, 2009). The MAKSS-Form T and the MAKSS-CE-R were slightly modified to assess teachers' and school counselors' perceived cultural competence in working with newly arrived Latino immigrant students. Descriptive statistics (i.e., mean, median, and standard deviation) were computed for all quantitative data using SPSS. An independent samples t-test was computed using SPSS to compare the difference, and a statistically significant difference between teachers and school counselors on cultural competence scores was found (t(40) = 2.685, p < 0.05. The cultural competence mean score for the teachers (M = 3.12, SD = 0.31) was significantly different from the cultural competence mean score for the school counselors (M = 2.87, SD = 0.28). Qualitative data were analyzed using constant comparative analysis (Glaser & Strauss, 1967; Leech & Onwuegbuzie, 2007), Creswell's (2012) strategies for analysis, and NVivo (QSR, 2013) to develop saturation of themes. The identified themes that resulted from the analysis of the teachers' responses included (a) pleasing experience, (b) language barriers, (c) academic aspirations, and (d) differentiated instruction. The identified themes that resulted from the analysis of the school counselors' responses included (a) fulfilling school counseling responsibilities, (b) language barriers, and (c) academic aspirations. Implications for teacher and school counselor preparation programs, teachers, school counselors, educational and counseling organizations, school administrators and guidance directors, and all stakeholders are provided. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]