Professional School Counselors who work in schools with a range of student diversity are posed with a unique set of challenges which require them to develop their multicultural competencies. The following qualitative study examined the process of developing multicultural competence for four professional school counselors. The four professional school counselors who were selected participated in two rounds of interviews and member-check procedures. Data was analyzed using a grounded theory methodology informed by Corbin and Strauss (2008) and Charmaz (2006). The grounded theory which emerged from participant descriptions of their experiences and processes in developing multicultural competence revealed three core categories. The core categories included gaining awareness of dimensions of diversity, gaining knowledge about multicultural counseling, and implementing awareness and knowledge in multicultural counseling situations. Findings may impact curricular and training needs of professional school counseling trainees within counselor education programs. [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.]