The purpose of this phenomenological study was to investigate the perceived cultural responsiveness in clinical practice among SLP graduates in South Florida. A total of eight Speech-Language Pathologists (ages 28-42 years old) from South Florida who graduated between 2021 and 2023 were interviewed using a semi-structured interview protocol. The intent was to investigate the specific components and strategies SLP graduate programs provide to equip students with the skills needed to work effectively with culturally diverse populations (RQ1), academic training and hands-on clinical experiences that shape the SLPs' ability to serve culturally diverse populations (RQ2), and the perceived challenges newly employed SLPs faced regarding culturally responsive care (RQ3). Participants' responses to the interview questions were coded, generating themes and subthemes. The major theme identified for RQ1 was multicultural education and practical experience in SLP training, the major theme identified for RQ2 was the impact of multicultural education and practical experience in SLP training, and the major theme for RQ3 was cultural and linguistic limitations in SLP Practice. The results demonstrated that while participants reported benefiting from multicultural courses and clinical placements, they faced challenges applying this knowledge to diverse real-world situations. Language barriers, limited access to resources, and unfamiliar cultural contexts were common obstacles, underscoring the need for ongoing support and learning. The results of the study can inform future training of SLPS graduates including the integration of hands-on, culturally immersive experiences into their curricula. [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.]