The primary purpose of this study was to examine the level of cultural competency, associated transcultural teaching behaviors and demographics among faculty in associate degree nursing programs in the New York metropolitan area. The Cultural Diversity Questionnaire for Nurse Educators–Revised (CDQNE–R) comprised 41 Likert items to measure 5 subscales of cultural competence representing Campinha-Bacote’s (2006) model, and a 6th subscale to measure transcultural teaching behaviors (TTB). The demographic and professional characteristics section was expanded to a total of 18 questions. The questionnaire was administered via the Internet over a 4-week period. Demographic comparisons were made with those of New York state and the national nursing population. A multiple regression analysis of each cultural competence subscale related to demographics, professional characteristics, and cultural teaching practices showed total cultural competence subscale (TCCS) to be higher for non-Whites (β = –.26, p = .002) and for full-time instructors (β = .17, p = .04). Compared with previous studies examining the cultural competency of nursing faculty teaching at the associate and baccalaureate levels, these findings showed that associate degree nursing faculty scored significantly higher on the TCCS, but not consistently higher on the TTB subscale. This study revealed that the majority of the 138 respondents perceived themselves as being culturally proficient ( n = 105, 76%) or cultural experts (n = 20, 14.5%) in all of the 5 subscales of the CDQNE–R and 93.5% (n = 129) agreed that they include transcultural teaching behaviors in the courses they teach.