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There has not been significant research around master’s level student’s latent antisemitic beliefs in the United States. Multicultural training in clinical mental health counseling (CMHC) programs may underprepare students for working with the Jewish community. University programs commonly cover racial, gender, and sexual identities but often exclude religious ones. The Jewish community represents both a culture and a religion, yet is typically treated only as a religion, and so is left out of multicultural curriculum. Using Bandura’s (1986, 1997) theory of self-efficacy and Larson’s (1998) social cognitive model of counselor training as the theoretical framework, this study investigates CMHC students’ latent antisemitic attitudes in their first year of a master’s level online program. Students watched, participated, and discussed in a 2-hour presentation. Week 3 (pre), Week 5 (mid), and Week (post) survey questions were used so that the researcher could detect changes in latent antisemitism. Using a linear mixed model, between Week 3 and Week 5, levels of latent antisemitism remained relatively stable, however, a substantial decline was observed between Week 5 (mid) and Week 7 (post). This is evidence that the presentation predicted a decrease in latent antisemitism. Perhaps through this presentation students were able to learn about the Jewish culture, and in turn, decrease latent antisemitic beliefs using education to teach the students about the Jewish religion, culture, and counseling Jewish clients. Implications for this study include students’ ethical responsibility and contributions to new research regarding the Jewish community.