The purpose of this research was to identify specific clinical skills in speech-language pathologists (SLPs) that may constitute cultural competency, a term which currently lacks operational definition. Through qualitative interview methods, the following research questions were addressed: (1) What dominant themes, if any, can be found in SLPs' descriptions of how they modify their approaches, if at all, when interacting with family members who are CLD?, (2) What specific modifications, if any, in assessment procedures and treatment techniques do SLPs find to be helpful when working with students who are CLD?, and (3) How do SLPs make decisions regarding the need for such modifications? Qualitative data were collected from 9 SLPs working in the Central Valley of California who have frequent contact with children and families who are culturally and linguistically diverse (CLD). Methods used to ensure trustworthiness, or credibility, believed to establish qualitative research validity included: (1) establishing descriptive validity, (2) working collaboratively, (3) seeking participant feedback, and (4) undergoing peer review. Analysis of the data in regard to the first research question revealed the following dominant themes: (1) "Just try": Speaking their language, (2) "It can feel like this triangle": Working with interpreters, (3) "It's just another world": Respect for cultural differences, and (4) "Less demanding...more appreciative": An unexpected comparison. In regard to the second research question, the SLPs mentioned various specific modifications to assessment procedures and treatment techniques they found to be helpful when working with students who are CLD, such as a more thorough file review during assessment, more extensive use of multi-modality materials during treatment, and treating, when possible, in the primary language. Decision-making processes described included trial and error, empathetic reflection, and observation. The majority of the SLPs interviewed reported they did not primarily rely upon university or continuing education curriculum to guide them, but instead felt they learned the most from their day-to-day experience with students and family members who are CLD. Clinical implications of these results were discussed, and suggestions for further research were made. [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.]