This study examines changes in MSW students' perceived cultural competence across 11 child welfare practice skills before and after participation in a University's Title IV‐E program and explores students' perceptions of cultural competency and cultural humility. The findings indicate modest gains across all 11 practice skills; however, focus group interviews revealed that students do not necessarily feel prepared to conduct culturally competent practice with children and families. A culturally informed practice in public child welfare is discussed and includes training implications for Title IV‐E programs.