Objectives: The aim of this research was to examine the attitudes and perceptions of cultural competence among senior students of the Faculty of Medicine at the University of Split and to gain insight into their perception of the representation of education on cultural diversity and the 'sstudent's interest in this type of education. Respondents and methods: The respondents who participated in this research are students of the Faculty of Medicine in Split in the academic year 2023/2024. Attitudes and perceptions about cultural competence among students were examined using an anonymous questionnaire divided into three parts. The first part collected sociodemographic data, while the second part examined students' attitudes towards their education in the context of cultural diversity, where students chose between YES/NO answers. The third part was divided into three categories: c communication challenges in socio-cultural situations encounters with patients from different cultural groups, and skills related to cultural competence. The responses were provided as a Likert scale (1=not at all; 2=not much; 3=somewhat; 4=quite a bit; 5=very much; 0=unable to assess). Results: 316 students from the studies of Dental Medicine, Medicine, Pharmacy, and Medicine in English at the Faculty of Medicine in Split participated in the research. Out of the total number of students, 196 or 62.0% consider it necessary andessential to learn about cultural diversity as part of their medical/dental/pharmaceutical education, with the highest percentage being students of Medicine in English. However, only 41% of the surveyed students believe their education adequately prepares them to understand and respect culturally diverse people and/or their challenges in achieving good healthcare/oral care. Almost all students (95%) believe that volunteering and compassion are essentialtinyessential attributes of a good doctor/dentist/pharmacist, but a very small percentage volunteer (13%). Two-thirds of students feel comfortable caring for culturally diverse patients. Most of the surveyed students do not encounter communication barriers and can establish a good relationship with the patient, but the number of such students is significantly lower among those studying Medicine in English. Conclusion: There is a particular specific awareness of the importance of cultural competence among the students of the Faculty of Medicine in Split, but this awareness could be more significant. Furthermore, students believe that their education does not adequately cover cultural competence and that this type of education is critical. Our research shows that students prefer a more interactive kind of education, such as problem-based exercises, interactive videos, texts, and multimedia, rather than traditional lectures. Measures that could improve competence include programs like international student exchanges, about which students could receive more information from our faculty. It would also be helpto encourage studentsto participate in volunteer organizations. As expected, senior students are better at interacting with patients, while medical students who study in English find it more challenging to achieve good communication.