This qualitative comparative case study explored the perceived levels of cultural proficiency of 3rd and 6th grade teachers and parents within dual language immersion schools compared to schools that have traditional monolingual settings to discern whether differences exist in these settings. Lindsey and Lindsey's (2016) Conceptual Framework for Culturally Proficient Practices was the framework used for this study. Purposeful sampling was used to select participants as it was critical to the study to have participants who were one teacher and one parent from both distinct grade levels and language programs. Data collection occurred through semi-structured interviews, classroom observations, a self-assessment, and school academic report cards. The data did not reveal any components of culturally proficient practices outside of Lindsey and Lindsey's (2016) Framework; nevertheless, it was identified that, although the term 'cultural proficiency' was not specifically named by the participants, all four participants viewed themselves, including their school sites and district, as acting through the lens of cultural proficiency. Researchers can use this study to further explore the role of cultural proficiency in the PK-12 sector and beyond, as well as to gain a deeper understanding of educators' interactions with diverse populations. In addition, an intentional focus of the implementation of culturally proficient practices may prove to be the most effective way in which school districts and leaders can best support academic achievement and socio-cultural competence. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]