Physical activity programs, often promoted as a means to improve the health and well-being for all, seldom deal proactively with cultural diversity, and may often be exclusive rather than inclusive. As part of a larger project investigating cultural competence, this study focuses on young girls' perceptions of the cultural climate in physical activity programs. A total of 100 girls who were participating in physical activity programs including YWCA's Girls and Women's Sports Day, A Healthy Start, and Girls Scouts, completed surveys. The girls ranged in age from 8 to 21 (M = 12.1, SD = 2.65) with the majority of the girls between 9 and 14 (82.8%). The girls were relatively diverse on race/ethnicity (54.1% African-American, 36.7% White, less than 5% Native American, Asian, mixed race, and other), and 13 (13.4%) girls indicated they had a physical disability that influenced their participation, with 5 citing asthma. In general, the girls felt comfortable with diversity, as 60 girls (70.6%) stated they were always comfortable with teachers/leaders that were different from them, and 56 (66.7%) were always comfortable with girls who were different from them. Still, the programs were not particularly diverse. Girls reported some racial/ethnic diversity, but 39.8% (n = 33) indicated less than half or none of the girls in their gym class or recreation program were of a different race, and 63.7% (n = 44) indicated that less than half or none were from a family without much money. When asked how many girls spoke a language other than English, 38.2% (n = 29) indicated none and 38.2% (n = 29) indicated less than half. Although several girls reported disabilities, 49 (63.6%) girls reported that none of the girls in their programs had a physical disability. When asked how many teachers/leaders in their gym class and recreation program were a race other than their own, 37.7% (n = 29) indicated less than half and 22.1% (n = 17) indicated none. Nearly all (89.8%) believed their teachers/leaders were good or very good at making girls feel comfortable, and 78.2% stated that their teachers/leaders were good or very good at offering activities that all girls enjoyed. These results highlight the need for promoting cultural competence among professionals, with special attention to how institutionalized practices may reinforce social inequalities in physical activity programs. Support provided by an AAUW Educational Foundation University Scholar-in-Residence Award. Keyword(s): gender issues, multiculturalism/cultural diversity, research