Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS (Sugai et al., 2000b). Researchers have often critiqued the framework as being culturally neutral (Cramer & Bennett, 2015). McIntosh and colleagues (e.g., 2014, 2019) have been working to address issues of disproportionality and culturally responsive in PBIS to ensure schools understand the complexities of these issues to ensure equity for all students. Leverson, Smith, McIntosh, Rose, and Pinkelman (2019) define culturally responsive PBIS as including: (1) Identity, (2) Voice, (3) Supportive Environment, (4) Situational Appropriateness, and (5) Data for Equity (p. 2). The purpose of this annotated bibliography is to synthesize relevant research and resources on Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS). The implementation of CRPBIS and its associated outcomes are briefly summarized. To conclude, additional resources on CRPBIS are provided.