Literature extensively documents ways to incorporate the Multicultural and Social Justice Competencies (MSJCC: Ratts et al., 2016) in the classroom; however, it is limited in exploring these competencies among counselor educators. This study aims to understand factors contributing to multicultural teaching competence among counselor educators and uses the Critical Race Theory theoretical framework (CRT; Bell, 1995). The study examines the relationships between personal and professional characteristics, advocacy competence (AC), cultural humility (CH), and multicultural teaching competence (MTC) among full-time counselor educators teaching in master’s and doctoral-level CACREP-accredited programs. Data was collected via cluster sampling from 127 self-identified CEs who completed an online survey. Significant positive associations were found between all variables using Pearson correlation analysis. The results of the multiple regression analyses were statistically significant for both MTA and MTK; marginalized identities were not found to be a predictor. These findings underscore the interconnection between multicultural competencies, advocacy, and cultural humility, indicating that strengths in one area are often associated with strengths in others. The results underscore the importance of integrated approaches to professional development in multicultural education and counseling.