Multicultural (MC) counseling and social justice (SJ) are foundational parts of counselors' professional identity, and they are fostered through a developmental process that counselor educators facilitate. The purpose of this study was to explore the relationship between counselor educators' ethnic/racial identity development (ERI), their social justice orientation (SJO) and their multicultural teaching competence (MCTC). MCTC was examined using the constructs of knowledge and sensitivity. Data was collected from a nationally distributed online survey. Data were analyzed using four hierarchical regression models in order to control for socially desirable responding. Results indicated that ERI was a significant predictor of MCTC-Knowledge (p < .001) and that SJO was a significant predictor of MCTC-Sensitivity (p < .001). Socially desirable responding was not significantly related to MCTC. Results suggest the importance of attending to ERI and SJO as separate processes in training future counselor educators.