This dissertation investigates the impact and reported and intended use of educators' culturally responsive and sustaining (CR-S) practices. Conducted in California, one of the most diverse states in the U.S., the dissertation summarizes information so that the pressing need for educators to incorporate CR-S practices to support a diverse student population can be addressed. The research is presented through three interconnected articles ready for publication: a scoping literature review of CR-S practices resulting in positive student outcomes, a descriptive analysis of mentor teachers' reported use of CR-S practices, and the intended uses of CR-S practices by preservice teacher candidates across programs in a special education department. The findings highlight the need for additional research on CR-S practices and student outcomes, and reveals the gaps in the implementation of CR-S practices by both mentor and preservice teachers with recommendations for professional development activities. The study underscores the importance of addressing these gaps to ensure that all educators are equipped to provide inclusive learning opportunities and environments for all students. [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.]