Since the 1990s, despite numerous educational initiatives designed to support student reading success, a large percentage of culturally and linguistically diverse (CLD) students have performed below standard in statewide standardized reading tests. This fact points to a need in further examining how teachers provide CLD students with early literacy instruction. To aid in CLD students' literacy development, culturally sustaining pedagogy (CSP) has demonstrated promising findings in effectively supporting the learning needs of all students. Through a demographic questionnaire, one-on-one semistructured interviews, and photographs, this qualitative case study explored how teachers incorporated CSP into their early literacy reading instruction to support the reading development of CLD students. Study participants (n =10) included transitional kindergarten (TK) through second grade general education, special education, intervention, and teachers on special assignment. Findings demonstrated how teachers built their own cultural competence in part by getting a better understanding of their students' cultural identities and seeking to integrate their students' cultural identities into their instruction. Discussions around the holidays, language, and classroom decor and layout were some of the ways teachers integrated culture into their instruction. Teachers also noted the use of bilingual text and visuals, collaborative learning strategies, and representative texts as key components in incorporating CSP practices into their early literacy instruction. Recommendations for policy, practice, and future research were also offered. Recommendations for policy included having districts use the culturally responsive curriculum scorecard and reporting their culturally responsive curriculum scorecard data in the California School Dashboard Data under the subsection Academic Engagement. Recommendations for practice included providing teachers with more access to CLD literature and professional development on how to incorporate CSP throughout all aspects of teaching and learning. Recommendations for future research included developing more studies including teachers and their implementation of CSP in early literacy skills and other subject areas for TK-12 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]