Introduction: Cultural competence is considered as a priority that challenges healthcare providers in addressing globalization. The nursing faculty takes on the important role to prepare nursing students to be culturally competent. They must strive to become culturally proficient and understand the diverse backgrounds of the population they serve. This study attempts to identify the factors that influence cultural competence among nursing faculty in Indonesia based on the Campinha-Bacote theory. Method and materials: A descriptive-correlational design was used in this study. The cultural competence scale of the nursing faculty was assessed using the Cultural Diversity Questionnaire for Nurse Educators-Revised (CDQNE-R) that was administered using the monkey survey. Purposive sampling was utilized involving a total of 180 nursing faculty in Indonesia. Results: The study found that the nursing faculty from Indonesia are culturally proficient competent with respect to cultural awareness, cultural skills, cultural knowledge, cultural encounters, cultural desire and teaching behaviors. Kendal’s tau C statistical analysis revealed that there is no significant relationship between cultural competence and age (p=0.278), gender (p=0.268), religion (p=0.230), ethnic (p=0.907), nursing area of specialty (p=0.767), educational background (p=0.423) and teaching experience (p=0.085). Spearman’s rho statistical analysis revealed that there is a significant relationship between cultural competence and each of the subscales (p<0.001). Furthermore, there is a positive correlation for all subscales. The subscales of cultural awareness (r=0.514), cultural encounter (r=0.628), and cultural desire (r=0.620) have a moderate correlation with cultural competence, while cultural skill and cultural knowledge have a strong uphill linear correlation (r=0.710). Conclusion: The study recommends that nursing faculty need to gain more knowledge of cultural competence by reading or conducting researches on transcultural nursing.