The purpose of this capstone was to evaluate the effects of a cultural competence toolkit on early intervention (EI) providers’ self-reported levels of comfort in providing culturally competent services to minority families on their caseload. This quantitative, quasi-experimental design study used a pretest posttest method to assess change in comfort level scores relating to cultural awareness, knowledge, skills, and practice using an adapted version of the Cultural Competence Assessment Inventory (CCAI). Adaptation of the CCAI was completed to tailor the questions to the needs of the site and of the project. This capstone was conducted at a pediatric autism center with its’ affiliated EI service providers. Participants included 10 occupational, physical, speech, and developmental EI therapists (N= 10). Participants completed a pre-outcome measure and were then presented with the cultural competence toolkit that they completed and integrated for five weeks. Following the completion of the toolkit, EI therapists participated in an open-dialogue, virtual reflection session. Immediately following, participants completed the post-outcome measure. Pre and post data were collected in Likert scale form and were later assessed using SPSS and the Wilcoxon’s signed-rank test. EI providers demonstrated a statistically significant improvement in comfort levels when addressing minority families after the intervention. Aggregate scores improved 3.9 points from 27.8 on the pretest to 31.7. Cultural competence education in an EI setting where providers must interact and step in-home with culturally diverse families significantly enhances attitudes, knowledge, communication, and advocacy in therapeutic services.