This research study explored the perceived impacts of acculturation on first-generation immigrant teachers and their perceptions of cultural awareness, cultural competency, and cultural responsiveness. Ladson-Billings (1995) states that educators' ethnic backgrounds can profoundly impact student education. This study used acculturation as a lens to view Teachers' need to understand students' learning styles, including addressing student needs in a culturally aware, competent, and responsive manner. The complexity of culture and the process of acculturation impacts how first-generation immigrant teachers develop their cultural awareness, competency, and responsiveness. Building on the theory that teachers must be culturally aware and competent to instruct students with culturally responsive pedagogy, this study explored the lived experiences of first-generation immigrant teachers working in American schools. This study explored various perspectives, including the participants' perspectives on the role of acculturation in their work environments and of their cultural awareness, competency, and responsiveness, in their instructional practices. This exploratory study employed qualitative methods to understand the phenomena of acculturation and the perceptions of first-generation immigrant teachers working in American schools. This research explored the research question: "How does the acculturation of first-generation immigrant teachers influence their beliefs about cultural awareness, cultural competency, and cultural responsiveness?" and the sub-question: "How has the school community influenced teachers' acculturation and their beliefs about cultural awareness, cultural competency, and cultural responsiveness?" This research created an understanding that provides school administrators with information about first-generation immigrant teachers' acculturative interactions in American schools. Additionally, school leadership can use this study to guide teachers to develop cultural awareness, cultural competency, and cultural responsiveness through the understanding of cultural perspectives of first-generation immigrant teachers. [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.]