Student-centered teaching (SCT) has been the dominant education philosophy in the U.S. K-12 education. However, the definition and practice of SCT have been rooted in western education contexts. Since students in U.S. schools become more and more diverse, it remains unclear how SCT works for diverse learners. This research delved into the perceptions and implementation of SCT by teachers in elementary charter schools, emphasizing their approach in classrooms with diverse learners. The study also aimed to uncover any disparities in how teachers perceived and applied SCT when educating diverse learners compared to non-diverse learners. Guided by critical reflection for transformative learning and Critical Race Theory, this study employed a multiple-case study research design. It included four participating teachers from two charter elementary schools, placing a special emphasis on the charter school context. These teachers were interviewed to gain insights into their perceptions and were observed to assess their teaching practices. The study's findings indicated that teachers exhibited a predominantly teacher-centered orientation in their understanding of SCT, with their teaching practices primarily reflecting this teacher-centered approach. Importantly, both their perceptions and practices of SCT appeared to overlook the needs of diverse learners within the charter school setting. [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.]