This conversational report uses student voice as data to determine whether the culture of urban sixth graders is being acknowledged and valued in the curriculum. While culturally responsive teaching has been touted by scholars as an important aspect of multicultural education and curriculum reform for at least a decade, students have seldom been queried about their perceptions of culture and cultural influence in the classroom. Administrators, teachers, and researchers can learn about culturally responsive teaching by tapping into student voices. Results of this report indicated that the students have a desire for their teachers to be more knowledgeable of diverse cultures and to facilitate the understanding of self and others. The students' voices as data support the tenets of culturally responsive teaching.