The changing demographic profile of the nation has led many schools to consider how to provide effective instruction in a way that is responsive to childrens' cultural needs. Providing culturally appropriate or culturally responsive instruction is commonly mentioned as a viable alternative. This article examines the issue of culturally responsive instruction in the classroom and considers both the promise as well as potential pitfalls of this approach. First, background on the issue of cultural accommodations is provided, and then an introduction to the issue of culture is discussed, including problematic ways that this notion has been treated with respect to teaching and learning. Next, a brief overview of research in this area is highlighted, and issues with the research base are pointed out. Finally, implications for practice and research are discussed, including suggestions for how work in this area might be advanced. (Contains 1 endnote.)