This study examined students' perceptions of interprofessional multicultural learning activities used to develop cultural competence with humility (CCH). Limited research exists on student perceptions of learning activities for CCH in entry-level occupational therapy educational programs. This exploratory, mixed methods study used an anonymous online survey, the "Learning Activities Survey (LAS)," to collect student quantitative ratings and qualitative feedback about CCH learning activities and their experience within the "Counselors and Occupational Therapists Professionally Engaged in the Community (COPE)" program. A deductive thematic approach was used by two investigators for qualitative analyses of "COPE" learning activities by alignment in four a priori CCH constructs: cultural awareness, cultural knowledge, cultural skills, and cultural desire. Consensus was gained through discussion. Nineteen of 29 (65.5%) students completed the survey. The mean score on the LAS for 6 of 12 activities (50%) was at least "Moderately important" (mean [greater than or equal to] 3.0) to student learning. Twelve of 19 students (63%) rated 11 of 12 learning activities as Moderately important (mean [greater than or equal to] 3.0). Qualitatively, cognitive knowledge was the strongest reported CCH learning construct within the "COPE" program with a frequency of 32. The combined quantitative and qualitative responses indicated the learning activities positively influenced students' learning of CCH. This study may inform occupational therapy curricular activities that satisfy accreditation requirements and expectations of the profession to meet the cultural needs of society. It also provides support for revisions to occupational therapy educational program standards to better align with recent literature.