Data from the Census Bureau show that the US population has reached its most diverse composition since the nation was born. While few studies have assessed the professional preparation of health educators in the area of cultural sensitivity and competence, there are no published studies in the literature that specifically address the degree to which health educators have achieved cultural competence or the levels of cultural competence among them. A study that described the level of cultural competency as well as variables that have an impact on cultural competency among professional health educators is warranted. The purpose of the study was to assess the level of cultural competency among professional health educators. A sample of 1000 professional health educators, selected from the membership of the AAHE, received a mail survey containing the instrument, a cover letter, and a business reply envelope. The instrument used includes a modified version of the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals – Revised (IAPCC-R) (Campinha-Bacote, 2002). The IAPCC-R is a self-administered tool, which consists of 25 items that measure the level of cultural proficiency, cultural competence, cultural awareness, or cultural incompetence. The instrument also included 10 questions to elicit participants’ demographic characteristics, professional experience, work setting, and cultural training. A second mailing was send to non-respondents within four-weeks of the initial mailing. Four hundred and fifty-five participants returned a completed survey. SPSS was used to analyze the data. Preliminary analysis of the results showed that the majority of respondents were White, female, working in a school or college/university setting. In addition, seventy-nine percent possess a degree in health education, and fifty percent have a master degree. Based on their responses to the scale, 62% percent of participants were classified as being culturally aware and 34% culturally competent, 2 percent cultural proficient and 2 percent cultural incompetent. A series of independent t-test analysis showed significant difference on cultural competency mean scores based on racial groups, having a degree in health education, number of college degrees in health education and estimated number of diverse clients participants serve. In addition, a series of analysis of variance showed a significant difference on cultural competency mean scores among health education setting and number of cultural/diversity education programs attended in the last 3 years. These findings can help support the development of cultural training for health educators and the development of discipline-specific guidelines for cultural competency.