The purpose of this study was to explore white pre-service, novice, and veteran elementary educators' competency and perceptions of culturally responsive teaching and emotional intelligence. The research study also explored the connection between culturally responsive teaching and emotional intelligence practices to determine educators' preparation to teach a diverse population. Participants in this mixed-methods study were pre-service, novice, and veteran educators. Using survey data and structured interview questions, the researcher related competency, perceptions, self-efficacy, and preparedness to teach in a diverse setting. The study results from the structured interview questions demonstrated that white pre-service, novice, and veteran teachers were not prepared to incorporate culturally responsive teaching and emotional intelligences practices into the classroom. [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.]