Students enter higher education vocal music programs (HEVMP) with various singing techniques from home and desire to supplement that knowledge with professional classical singing skills. However, often the curricula of these programs are not structured to allow the music perspectives of home to influence students' understanding and application of the fundamentals of the classical singing techniques of the academy. This research paper examines the role of culturally responsive teaching (CRT) in bridging song performance at home and the academy. First, it introduces the five tenets of CRT as a bonding agent for home and academic learning environments. These tenets are (1) developing a cultural diversity knowledge base, (2) designing culturally relevant curricula, (3) demonstrating cultural caring and building learning communities, (4) cross-cultural communications, and (5) cultural congruity in classroom instruction. Second, with the help of the qualitative method of autoethnographic personal narrative, this paper discusses potential student confrontations that inhibit the cultural bridging of home and the academy. It also introduces a pluralistic learning environment that ensures students see themselves in the HEVMP curriculum. [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.]