This study investigates teachers' understandings of and perspectives on the role of culture in their educational settings through cultural inquiry studies and reflections. The participants included 22 in-service teachers enrolled in an advanced master's degree program. Using the Cultural Inquiry Process with a social justice stance, teachers in this study engaged in critical reflective inquiry to purposefully examine assumptions regarding culture and seek solutions to existing dilemmas in their classrooms. Qualitative methods were used to analyze the reflective writings of the participants. Findings show that the cultural inquiry process expanded their reflective capacity regarding culture, culturally responsive actions for change, and articulations of future actions that demonstrate reflection as a systematic process.