In an increasingly interconnected global economy, the ability of financial advisers to effectively operate within multicultural contexts has become a critical competency. This is especially important in a complex financial landscape marked by widespread financial illiteracy, intricate financial products, and significant intergenerational wealth transfers. Despite the growing recognition of these challenges, there remains limited empirical understanding of the extent to which Australian financial advisers and the academics responsible for their education are equipped to meet these cross-cultural demands. This study addresses this gap by exploring the cross-cultural capabilities of Australian financial advisers within the framework of the new education standards mandated by the federal government. Initially, the study employs cultural competence as its theoretical foundation. However, focus groups conducted in the early stages reveal significant limitations in this approach, leading to a methodological shift towards the concept of cultural intelligence (CQ). CQ, a framework that assesses an individual's ability to function effectively in culturally diverse settings, is subsequently adopted as the guiding framework for the remainder of the research. A mixed-methods approach was employed, combining interviews with 21 financial advisers and surveys administered to both financial advisers and financial planning academics. Key findings indicate that while financial advisers show strength in motivational CQ, there are notable gaps in cognitive CQ, particularly regarding cultural knowledge and understanding. These results indicate that existing educational frameworks may not sufficiently prepare advisers for the cultural complexities they encounter in practice. The finding that sessional academics tend to possess higher levels of CQ, combined with the observation that financial advisers with practical experience in advisory roles exhibit higher cognitive CQ, suggests that exposure to diverse work environments and culturally diverse clients enhances intercultural skills and cultural knowledge. This thesis makes several key contributions to the field. Firstly, it provides a empirical evidence of the preparedness of Australian financial advisers to operate in a multicultural professional environment. Secondly, it critically examines the role of financial planning academics in enhancing the CQ of advisers and offers practical recommendations for enhancing educational frameworks. Specifically, it calls for the integration of targeted CQ training within adviser education to bridge identified gaps and better equip financial advisers to better address the needs of clients. Lastly, it highlights the need for ongoing reassessment of both theoretical frameworks and educational practices to better equip financial advisers for success in a multicultural society.