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Recent changes in the demographics of schools have caused us to have to rethink academic instruction in US schools. The challenges that schools face today are quite different and are continuously increasing. One of the challenges facing schools in the US with the increase in student diversity is the lack of preparation teachers have to effectively educate students whose backgrounds are culturally different than their own. This study reports data from two surveys designed to gauge teacher self-efficacy and teacher preparedness to implement culturally responsive teaching. It also reports the findings of the relation between preparedness and self-efficacy in implementing culturally responsive teaching. Results suggest that teachers felt confident in implementing culturally responsive teaching tasks and that teachers also felt that their pre-service teacher preparation adequately prepared them to implement culturally responsive teaching strategies. The findings of this study also indicated that there was a significant relationship between teacher preparedness and self-efficacy in implementing culturally responsive teaching practices which ultimately assists teachers in meeting the needs of culturally, linguistically diverse students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]