The purpose of this qualitative analysis was to examine Texas certified, elementary, public school teachers'' knowledge and perception of cultural competence and if or how that perspective impacts families and education. The theoretical framework for this study was explained through a phenomenological perspective and teacher self-efficacy beliefs. The research questions for this study were designed to guide online questionnaires and individual interviews to elicit teacher knowledge and perception. The study explored: (1) What knowledge or level of cultural competence is reported by participants, (2) What perceptions participants have about cultural competence, and (3) How participants describe their proficiency of cultural competence. Interviews with Texas certified, elementary, public school teachers were conducted, providing the researcher with unique perspectives regarding participants'' knowledge and perceptions of cultural competence. Interview transcriptions and field notes were qualitatively analyzed to identify themes. The findings showed the varying levels of Texas certified, elementary, public school teachers'' knowledge and perception of cultural competence.