New Mexico is home to more than 28 cultures and ethnicities that deserve to be recognized, celebrated, respected, and accepted (NMDCA, 2019). In 2022, 318,613 students enrolled in New Mexico public schools, with the demographics breakdown of 22% of students reported as White, 61% Hispanic, 9% American Indian, 1% African American, 1% Asian, and 2% multicultural/other (Greatschools.org, 2022). The purpose of this research was to describe teachers' lived experiences and identify the best strategies for CRT to close opportunity gaps. The phenomenological study may provide strategies for teachers to improve educational outcomes and meet the needs of culturally, linguistically, and diverse students. The intrinsic motivational framework was the conceptual framework used for this study. Data was collected through semi-structured interviews with 15 teachers in Southern New Mexico middle schools to answer the research questions: What are the best strategies for implementing culturally responsive teaching in middle school classrooms in Southern New Mexico? What barriers will prevent a culturally responsive classroom? A thematic analysis findings identified two initial categories with seven themes identified from the thematic analysis process: (1) culturally diverse environment, (2) culturally responsive collaboration, (3) student learning groups, (4) closing the opportunity gap, (5) extrinsic influences affecting student performance, (6) intrinsic variables challenging education and (7) the impact of training and professional development. This study can inform state public education departments and school districts as they execute policy decisions, develop, and implement strategies and practices in teaching culturally, linguistically, and diverse 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.]