In addition to a critique of the primary components of Frisby's article, the value of multicultural competence and training school psychologists is defended. Although acknowledging some weaknesses concerning the value of multicultural competence, these problems should not overshadow the continuous efforts of the researchers who address the challenges, such as conceptualization of multiculturalism in school psychology and identifying critical competencies; responsive training in school psychology; and evidence-based practices in critical areas such as assessment, consultation, and systems-level interventions with culturally diverse students and their schools and communities. Therefore, we argue that what our field needs is to improve multicultural research, teaching, and practice rather than abandon multiculturalism.