Oftentimes, student engagement in the classroom is a challenge. Traditional instruction does not meet the learning needs of many urban at-risk students because they cannot relate to the teaching practices. Studies show instructional practices rich in culture can be implemented to improve engagement. The problem in this study was the lack of student engagement in classrooms devoid of culturally responsive teaching practices impacting urban at-risk youth. The purpose of this qualitative exploratory case study was to understand teachers' perceptions of didactic classroom activities using culturally relevant music-based techniques as a strategy to increase student engagement of urban at-risk youth in the classroom. The questions addressed were "How do teachers perceive culturally responsive teaching strategies?" and "How do teachers perceive using culturally relevant music-based didactic activities as methods of increasing student engagement of urban, at-risk youth in the classroom?" Guided by the universal design for learning framework, this study consisted of 10 third-grade through eighth-grade teachers from an urban school in northern New Jersey. Data were gathered from interviews, observations, teachers' journals, and a focus group. Bloomberg's thematic analysis was applied to generate themes that address the research questions. The findings indicated teachers viewed culturally responsive teaching strategies and culturally relevant music-based didactic activities as methods of increasing student engagement favorably. The implications indicated that through differentiated instruction, culturally responsive teaching practices and culturally relevant music can increase student engagement of urban at-risk youth, by incorporating appealing lessons that meet their learning needs. This study contributes to future practice by providing culturally relevant music-based techniques for teachers and preservice teachers who instruct disengaged urban at-risk youth. [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.]