More students in all walks of life and all ages are into online learning. Even nursing, once considered cannot be taught an outside classroom is also offered online. Cultural competence is critical in both online and classroom environments. Culturally competent care is the goal and the priority as educators guide distance students to integrate cultural competence into patient care (Arbour, Kasper, and Teall, 2015). Even though the online faculty is not in direct contact with the students in a classroom, the closer interactions are a possibility with the new technologies. Cultural competence has been an area of debate over the years. The need for cultural competence for nurses is the focus of many discussions and studies. There have been few studies that focus on the cultural competence of students and teachers from various backgrounds. Arbour, Kasper, and Teall (2015) tried to describe the need to understand diversity beyond ethnicity and race. In the new era of online learning, a question of whether the cultural competence of online teachers and traditional classroom teachers are different. In an online environment, cultural education programs perform well when under shared leadership for the better quality management. Reneau, M (2013) suggested taking into consideration of the person’s cultural values before taking care of the students. Internalization of the cultural competence thread is delicate in many settings, particularly in nursing instruction. The new trend of student population moving from traditional to nontraditional, the importance of the teacher as a facilitator becomes very prominent. Cultural diversity is one of the crucial elements in developing a strategic plan for educational programs. Cultural competence increased with time and experience and the exposure to other cultures (Silvestri, 2015). The study conducted by Reneau showed cultural competency exists both in an online and on-campus faculty. Reneau also suggested more studies in this regard.Statement of the ProblemNursing education once considered the domain of brick and mortar institutions is now offered online. In both classroom and online learning, nurse educators encounter challenges in delivering the cultural competence education (Dewan & Dewan, 2013). Ume-Nwagbo and Renaeu (2012) noted that it is difficult for the faculty who are not culturally competent to deliver cultural education content to their students. Ume-Nwagbo and Renaeu (2012) found that the faculty’s own inability to practice cultural competence makes it difficult for them to impart these skills to their students. The understanding of differences and strategies assist instructors in implementing educational content. Nurse educators encounter challenges in delivering the cultural competence education (Dewan & Dewan, 2013). Ume-Nwagbo and Renaeu (2012) noted that it is difficult for the faculty who are not culturally competent to deliver cultural education content to their students. Reneau’s (2012) study showed the clear evidence that it is highly significant for both online and on-campus faculty to be culturally competent. Cultural encounters of the faculty may have a relationship with their cultural competence. The understanding of differences and strategies assisted instructors in implementing educational content. The problem to be addressed in this study is the lack of studies directly focusing on the cultural competence of online faculty and the possible relationship with cultural encounters. Addressing this problem will assist the faculty to recognize their level of competence and the institutions to identify possible ways to implement cultural encounters to promote cultural competence. There is also a possibility to generalize the study to the contexts other than the place of study.