The study aimed to investigate the extent to which Cultural Diversity impacts School Counselling Practice in the Kumba Municipality of the South West Region in Cameroon. Three objectives were used; to find out the extent to which Cultural beliefs, Religious Background and Language can influence School Counselling practice in the Kumba Municipality of the South West Region in Cameroon. These three specific objectives were transformed into three hypotheses. The survey research design was adopted for the study. The study population consists of Practicing Counselors in Functional schools within the Kumba Municipality. Data were collected from 64 counselors using a questionnaire via purposive sampling techniques. The reliability coefficient value of the questionnaire was acceptable 0.832. Data collected were analyzed using SPSS 25.0 adopting descriptive and inferential statistical tools (Pearson test). Findings showed, more of the Counselors75.6% see Cultural beliefs as a major influence of Counselling Practice. Also, 67.7% of the Counselors indicated that religious background plays a major role in affecting school counselling practice. 76.2% of Counselors also said Language is a major indicator of school counselling Practice. Inferentially, the findings further revealed that Cultural Beliefs (R-value = .277**, p-value .001), Religious Background (R-value= .323**, p-value .000), and Language (R-value= .246**, p-value .000) strongly correlate with School Counselling Practice. Thus, it was recommended that given that cultural beliefs, religious background, and language significantly influence the counseling process, counselors should adapt their approaches to accommodate the diverse cognitive and emotional needs of their students. 

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