This exploratory study examined the contribution of social work experience and licensure to self-reported levels of cultural competence of social workers in urban public school systems. In addition, it examined the influence of practitioners race or ethnicity on perceived levels of culturally competent practice in urban schools. Using survey research methods with a convenience sample, data were collected from a cross-section of urban school social workers. Multivariate analysis demonstrated that total years of experience were a predictor of specific areas of culturally competent practice. Race and level of social work licensure significantly correlated with culturally competent practice. The study yielded important implications for practice, and future directions for research on school social work practice are discussed.