Context: As the patient population continues to diversify, it is essential that athletic training students (ATSs) are educated to provide culturally competent care. This high-quality health care within the context of a patient's race, ethnicity, language, religious beliefs, or behaviors is a foundation of professional practice. Objective: Determine undergraduate ATSs' levels of cultural competence and their variability by gender, race, and year in school. Design: Cross-sectional design. Setting: Commission on Accreditation of Athletic Training Education--accredited undergraduate athletic training programs. Patients or Other Participants: ATSs enrolled in their programs' professional-education phase (N = 421), of which 366 were Caucasian and 55 were students of color. Intervention: Students completed a 20-question online Likert survey using Qualtrics. Items were based on prior research and a nursing measurement tool, rated on a 1 to 4 scale (from "strongly disagree" to "strongly agree," respectively; maximum score of 80), and found to be reliable (Cronbach a = 0.721). Main Outcome Measurements: Overall cultural competence score, means, and standard deviations were calculated for all students by gender, race/ethnicity, and year. One-way analyses of variance also compared each category. Results: Higher scores on the research tool demonstrate higher levels of cultural competence. There were no significant differences found between gender and year in school. Students of color showed higher overall cultural competence scores than Caucasians (F[subscript 1,420] = 29.509, P < 0.01). The mean overall cultural competence score was 58.36 ± 5.26. Conclusions: Students of color demonstrated higher levels of cultural competence, which is possibly because of their personal history and experiences. The current study demonstrates that athletic training programs must seek to better educate students on providing culturally competent care.