This study reports on the initial development and examination of the School Psychology Multicultural Competence Scale (SPMCS), a 45-item self-report measure for evaluating school psychologists' multicultural competence in the primary domains of school psychology practice (i.e., assessment, consultation, intervention). A sample of 312 school psychology graduate students was recruited by outreach to school psychology training programs and email listservs to complete the SPMCS and a questionnaire about previous multicultural/diversity coursework and practicum with culturally and linguistically diverse clients. The results from principal axis factoring indicated that 28 of the 45 SPMCS items contributed to a four-factor solution with subscales identified as cultural skills, cultural knowledge, cultural appreciation, and cultural awareness. Internal consistency for each subscale was moderate to high. Overall, completion of multicultural/diversity courses and completion of practicum with culturally and linguistically diverse clients were associated with higher self-reported scores of multicultural competence. The SPMCS can potentially be used as one component to evaluate the extent to which training programs develop the multicultural competence of their trainees. Additionally, these findings provide additional insight into the conceptualization of multicultural competence.