Objective: This article reports the initial validation of an instrument designed to measure racial climate in programs and schools of social work. Method: An unduplicated sample of students from one school of social work (N = 182) responded to a survey of racial climate. Psychometric analyses were computed to determine the reliability and validity of the instrument's scales. Results: The scales attained high levels of internal consistency reliability, had a stable factor structure for the items as they were hypothesized, and performed well in preliminary analyses of convergent construct and known-groups validity. Conclusions : The results provided initial evidence of internal consistency reliability and content, construct, factorial, and known-groups validity.As the 21st century unfolds, the composition of the United States will be characterized by increasing racial and ethnic diversity. For instance, Buford (1999) wrote that 10 years ago business was primarily White and male but that this is changing rapidly with White males projected in the future to make up only 15% of entrants into business. Kipp (1998), in forecasting demographic changes in relation to the Pell Grant program, noted that by the year 2010 approximately 32% of the U.S. population will be composed of a variety of ethnic and minority groups.Other professions, including education and business, are intensifying their responses to these forecasts by developing and enhancing courses or training in culturally sensitive practice (Buford, 1999;Kailin, 1998;Nagel, 1998). Social work and the other helping professions, on the other hand, have a history spanning at least from the Progressive Era (1898-1918) of examining the influence of race on a number of aspects as these relate to clients of racial or ethnic diversity (Carlton-LaNey, 1999). Social work and the helping professions have continued to examine race as it affects the family and family relationships, the workforce and workplace interactions, and culturally relevant practice with clients (Anderson, 1998;Baer, 1999;Copeland, 1996;Gant, 1996;Goodman, Getzel, & Ford, 1996;Herz & Ferguson, 1996;Hollingsworth, 1998;Poindexter & Linsk, 1999;Schiele, 1996;Stevens, 1998). A strengths-oriented approach to practice with clients of diversity became more prevalent over time as more information emerged about cultural and racist influences on the well-being of individuals and families (