This study investigated the implementation of culturally responsive teaching (CRT) and the provision of professional growth training for preschool teachers serving at-risk children or children from culturally disadvantaged backgrounds in Taiwan. Related strategies and challenges were analyzed, and teachers' application of CRT practices in the field was assessed. A total of 16 teachers from two nonprofit schools participated in the two phases of this study, namely (1) professional growth training and (2) the application of CRT practices supported through professional consultation. Data collection was performed on the basis of interview transcripts, observation records, meeting minutes, and teacher efficacy evaluation forms. The results indicated that the participants' CRT efficacy positively affected the aspects of curriculum, instruction, and classroom management. However, CRT implementation did not affect any of the other analyzed aspects significantly, and thus other factors affecting CRT practices must be investigated in the future. The implications of this study are discussed in this paper.