This is a consensual qualitative research study of the perceptions of university faculty about methods and tools to teach students the professional competency area of school-based psychological consultation, with special attention to cultural competence. The participants (n = 7) included faculty of school psychology programs located in the Northeast, South, Midwest, and Mountain regions of the United States. Participants were from programs serving urban, suburban, and rural settings and represented a wide range of consultation backgrounds, experiences, and theoretical orientation. The analysis revealed three major themes: general coverage of the consultation skills and content, university tension with school setting needs, and specific hurdles and solutions to diversity training. This study also provided ideas on how trainers might overcome some of the barriers to addressing diversity.