This study examined elementary school teachers in suburban locations within the United States. Cultural competence is an understanding of various cultures. With the growth of diverse populations in suburban elementary schools, cultural competence of teachers is desired. This study examined 84 suburban teachers that completed an online survey. This convergence mixed methods study examined quantitative data using the Intercultural Sensitivity Scale, the amount of cultural competence professional development attended, years of experience, and the New General Self-Efficacy Scale. Qualitative data was obtained from an open-ended question about professional experiences that led to current cultural competence. Using t test, one-way ANOVA, and multiple regression analysis, the researcher examined the relationship between cultural competence, attendance in cultural competence professional development, self-efficacy, and years of experience. The data suggests years of experience, professional development, and self-efficacy were significant predictors of cultural competence. In addition, the researcher examined the professional experiences of suburban elementary school teachers to determine their current level of cultural competence to identify the various ways in which teachers are becoming culturally competent. [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.]