This study presents descriptive findings from self-reported qualitative and quantitative data on barriers and facilitators to culturally competent school social work practice. The study highlights the need for the development of evaluative methods for the purpose of examining how elements within the practice environment affect school social work intervention outcomes. Using a convenience sample (N = 156), the authors derived findings from qualitative and quantitative data collected from school social workers at a national gathering. With respect to qualitative findings, among perceived barriers to cultural competence are school-based personnel's low knowledge and awareness of school social work tasks, as well as lack of resources. Perceived facilitators of culturally competent practice include collaborative practice, teacher assistance, parental involvement, and knowledge of the practice environment. With respect to quantitative findings, collaborative practice and assistance from teachers are the highest-rated factors facilitating culturally competent practice. The authors also discuss implications for school social work practice, directions for future research, and professional development strategies. (Contains 5 tables and 3 footnotes.)