Physical activity programs, promoted as roads to health and well-being for all, too often are exclusive rather than inclusive. Cultural competence is integral to quality programs and effective practice, yet few professional programs include multicultural competencies. This study focuses on professionals' perceptions of their own multicultural competencies and the cultural climate of physical activity settings. A total of 171 pre-professionals (n = 143) and professionals (n = 28) completed the Multicultural Awareness-Knowledge-Skills Survey (D'Andrea, Daniels & Noonan, 2003), Physical Activity Curricula/Program Resources Appropriateness Scale (adapted from Howard & Weiler, 2003), Climate in Physical Activity Settings Survey (developed for this project), and demographic information. Most professionals (age M = 46.8, SD = 9.2) were physical education teachers. Pre-professionals (age M = 22.1, SD = 5.4) were upper level undergraduates in physical education, exercise and sport science, and recreation, parks and tourism. Both groups were predominantly female (62.1%); predominantly European/white (83.5%) with a significant number of African-Americans (12.3%); and nearly all identified as heterosexual (98.2%) and spoke English as a primary language (97.6%). Respondents were confident about their multicultural competencies (e.g., 89.3% of the pre-professionals and 100% of the professionals stated they were aware of their cultural background and how it has influenced them). They indicated good understanding of multicultural terms, rated their ability to deal with students of other cultural backgrounds as good, and recognized the importance of cultural competence. Pre-professionals evaluated the physical activity curricula/resources more negatively than did professionals. For example, most pre-professionals (79.4%) agreed that negative stereotypes are assigned to ethnic minorities, whereas only 37.0% of the professionals agreed, χ2 (4, N =163) = 21.08, p <.01. Generally, respondents rated the climate in physical activity settings (physical education, competitive athletics, recreational settings) as inclusive. The climate was rated most inclusive for African-American youth followed by other racial/ethnic minorities. Youth with physical/mental disabilities were most often excluded followed by gay/lesbian youth. Overall, professionals and pre-professionals were confident in their own multicultural competencies, but recognized exclusion in physical activity settings and lack of appropriate curricula and resources. Results revealed few differences by gender, race or other categories, but pre-professionals were more likely than professionals to report exclusion and lack of diversity in programs. These results highlight the need for educational training and resources to enhance cultural competence among physical activity professionals. Support provided by an AAUW Educational Foundation University Scholar-in-Residence Award.Keyword(s): curriculum development, diversity, multiculturalism/cultural diversity