Using a scenario-based analogue experiment embedded within an online survey, 174 masters-level counseling students located at a university on the Southwest Coast of the United States provided data to test the notion that the teaching alliance—a framework for enhancing the quality of the student-instructor relationship—is (a) important in multicultural counseling course education, and (b) linked to relevant outcomes. Results offer preliminary evidence of pedagogical utility for the alliance model within a multicultural course context.