The ethical implications of spiritual diversity for school counseling in rural and small world communities are explored in this article. Multicultural competencies are proposed as a framework for conceptualizing and responding to these professional challenges. Specific recommendations for school counselors and counselor educators are provided. Much attention has been focused on the important role school counselors play in the establishment and maintenance of a positive school environment (e.g., Lapan, 2001). By design, members of the counseling profession assist students and clients in the important process of identity development, of which spiritual identity is one important aspect (e.g., King, 2003; Maples, 2001; Poll & Smith, 2003; Richards & Bergin, 1997). Conseuently, we propose that school counselors must be able to work with their colleagues to create a school climate in which people of differing spiritual traditions feel welcome.