Forty-six counselors-in-masters-level-training (n = 46) from the Southeast and Midwest provided demographic information and responded to the self-report Multicultural Counseling Inventory (MCI) and to multicultural counseling scenarios at the beginning of their multicultural counseling class and again at the end of their class. The primary question asked in this study was whether multicultural counseling graduate classes with service learning were more effective than those without service learning in developing multicultural counseling competencies. Consistent with the literature, racial/ethnic self-designation were found to be significantly related to MCI and Cross Cultural Counseling Inventory-Revised (CCCI-R) scores. Findings regarding the research questions were inconclusive as no statistically significant differences were found between classes with service learning and those without service learning. Additional research with improved research design was recommended.