The purpose of this qualitative descriptive case study was to explore how novice middle-class White female elementary school teachers' implement affective and instructional strategies in teaching in a culturally diverse public school district in a Southwestern state in the United States. The theoretical foundation was Campinha-Bacote Cultural Competency Theory (CCT). This study will be explored through the lens of two theories: Cultural Competency Theory (CCT) Theory. The study considered the theory's four concepts: cultural awareness, cultural knowledge, cultural skill, and cultural encounter. The two research questions that were used to guide this study were: How do novice middle-class White female elementary school teachers engage Black and Hispanic students through affective strategies to build student success in a Title I culturally diverse public school district? How do novice middle-class White female elementary school teachers engage Black and Hispanic students through instructional strategies to build student success in a Title I culturally diverse public school district? The perspectives of 10 novice elementary school teachers from a culturally diverse school district were explored in this study. The findings in this study that emerged from the data analysis were summarized into four themes. The results of the study highlighted that novice teachers who possessed a deep understanding of their students were able to utilize this knowledge to make informed educational choices, resulting in positive outcomes for students. In addition, equitable disciplinary practices were commonly acknowledged. [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.]