Cultural diversity is an increasing challenge for professionals working in Germany’s educational system (Strasser, 2011). Professionalization of counseling is often seen as an answer to problems and challenges that go along with cultural diversity. This seems particularly necessary, as in Germany students, parents and teachers are only scarcely supported by counseling services, compared to other countries the number of counseling teachers (Beratungslehrer) and school counselors is particularly low (Strasser, in press). International research, however, implies that professional and systematic counseling is a major step to further the integration and educational careers of minority students (Leschinsky & Cortina, 2005). Hence, ameliorating educational counseling for persons with migration background has been formulated as an important goal in Germany’s educational policy. Unfortunately, little is known about counselors’ professional competence when it comes to cultural matters. In an interview study, the following questions were addressed: 1) Are problems and challenges associated with cultural diversity relevant for counseling teachers’ daily work? 2) In as far and in what ways do counseling teachers take the cultural dimension into account? 3) What is the basis of their professional action when dealing with cultural matters? 4) Do intercultural problems prompt their professional learning?
It is more and more recognized that aspects of diversity such as race, gender, or sexual orientation, play an important role in the counsellor-client relationship (Pope-Davis et al., 2002;). Cultural competence is seen as an essential precondition for the effectiveness of all mental health professionals’ work (Ridley et al. 2001).
The influence of different factors in multicultural counseling has been widely investigated (Sue & Sue, 2003). Research revealed that professionals who demonstrate an interest in clients' cultures or who behave in culturally relevant ways are perceived as more trustworthy, credible, and competent by minority clients and clients' satisfaction with counseling related to their perceptions of the mental health professionals' cultural competence (Constantine, 2002). The client-matching literature suggests that clients prefer to have counselors who are like them in values and worldview (Pope-Davis et al., 2002).
The need for culturally sensitive counseling may also be highlighted by the fact, that minority clients have different expectations in the counseling process, they utilize counseling services less often and in a different manner (Coleman et al. 1995). Hence, professional counseling has to be aware of different expectations and attitudes towards counseling as well as of potential barriers for minority clients.
Due to the suggested importance of cultural competence for professional counseling the American Counseling Association (ACA) proposed specific multicultural standards and competencies that should become part of what can be defined as a culturally competent counselor. These competencies comprise three dimensions: Counselors‘ Awareness of Own Cultural Values and Biases, Counselor Awareness of Client‘s Worldview and Culturally Appropriate Intervention Strategies (Arredondo & Toporek, 2004).
Although international literature implies the need for multicultural counseling skills, they are no part of the curriculum in the training and education of school counselors in Germany. Hence, it is unclear whether and how they are able to deal with cultural diversity in their professional practice.

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