Pope and Reynolds' (1997) theoretical model of multicultural competence for student affairs was empirically tested with 100 student affairs professionals. The domain subscales of awareness, knowledge, and skills revealed high internal consistency and intercorrelation. Males reported significantly higher multicultural awareness in their interactions with students than females. No differences by sociorace were revealed. Regression analyses indicated that knowledge predicted the majority of the variance (75%) of skills, while awareness accounted for a smaller portion (4%). Directions for future research and practical implications for increasing multicultural competence of student affairs professionals are discussed. (Contains 4 tables.)