This study examined the relationship between course pedagogy and supportive group factors with variables of multicultural competency and multicultural counseling self-efficacy at the completion of a multicultural psychology course. The participants were students in graduate clinical psychology, counseling psychology, and school psychology programs (N = 108). Hypotheses were examined through bivariate correlational analyses and four hierarchical multiple regression models. Self-development was the only pedagogical variable found to have statistically significant relationships with the supportive group factors. The subscales and total score on the MAKSS-CE-R and MCSE-RD were all positively correlated, with the exception of the relationship between variables and the Awareness scale on the MAKSS-CE-R. The Awareness scale was negatively correlated with all other variables of on the MAKSS-CE-R and MCSE-RD. Course pedagogical variables were found to predict outcomes of multicultural competency and multicultural counseling self-efficacy. Supportive group factors were not found to be statistically significant predictors within the regression models. Implications of these results are offered to increase the effective utilization of multicultural psychology courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]