School nurses might face challenges during health visits with children of foreign origin in school health services and reports a moderate level of cultural competence. Cultural competence is considered as a strategy in the provision of equal healthcare services. This study aimed to test Campinha-Bacote’s PCCDHS model by investigating the interrelationships between cultural encounters, cultural knowledge, cultural skill, and cultural awareness. A secondary analysis was conducted on the previously collected data from 816 school nurses, utilizing the modified, web-based version of the Clinical Cultural Competency Questionnaire (CCCTQ-PRE) in Sweden. Cronbach’s alpha was estimated following a rearrangement of the items measured subscales in the CCCTQ-PRE instrument in fulfillment of constructs’ description in the model. Correlational and hierarchical regression analyses were applied to test the research hypotheses. The results of reliability analysis showed internal consistency ranging from .72 to .92 for the newly arranged instrument. All cultural competence constructs were positively correlated with each other, although cultural awareness showed a weaker correlation with other constructs. The results of hierarchical regression analysis showed that although cultural encounters can predict cultural awareness, becoming culturally aware might not be statistically predicted by cultural knowledge and skill. Despite positive relationships between all cultural constructs, cultural encounter is a better predictor of cultural awareness of school nurses. Investigating how the PCCDHS model can act concerning school nurses when encountering children of foreign origin can be beneficial to design interventions.