The purpose of this study was to explore the relationship between high school students' perceptions of the importance of school counselor multicultural competence (SCMCC) and student's characteristics (i.e., students race, SES, sex, grade level, and contact with the school counselor). Participants in this study were students enrolled in two traditional public high schools, one in North Carolina and one in Virginia. A total of 786 high school students participated in this study. An exploratory analysis was conducted using participants' responses to the Cross-Cultural Counseling Inventory-Revised (CCCI-R, LaFromboise, Coleman, & Hernandez, 1991), which was adapted to measure high school students' perceptions of the importance of SCMCC. Three distinct factors (Advocacy for Students, Respect for Students, and Communication Skills) were revealed and validated by a confirmatory factor analysis. A standard multiple regression was used to determine the relationship between the dependent variables (Advocacy for Students, Respect for Students, and Communication Skills) and the independent variables of students race, SES, sex, grade level, and contact with the school counselor. Males perceived Advocacy for Students to be more important than females. As student contact with the school counselor increased, so did students perceptions of the importance of Advocacy for Students. Similarly, as student SES increased, so did students perceptions of the importance of Advocacy for Students. As student grade level decreased, student perceptions of the importance of Advocacy for Students increased. Student race was not significantly related to Advocacy for Students. Student perceptions of the importance of Respect for Students increased as contact with the school counselor increased and SES increased. As grade level decreased, Respect for Students was perceived to be more important. Student race and sex were not significantly related to Respect for Students. The importance of Communication Skills increased as contact with the school counselor increased. The importance of Communications Skills increased as student grade level decreased. Student race, SES, and sex were not significantly related to Communication Skills. Findings reveal that student characteristics such as SES, sex, grade level, and contact with the school counselor are significantly related to SCMCC.