Local education agencies encountered obstacles when attempting to support students' academic success without discriminating against them based on their identities. Educational institutions benefited from this research because it encouraged educators to foster cultural self-efficacy among their students. The Culturally Relevant Teacher Self-Efficacy Scale (CRTSE) is a 41-question instrument that helped researchers examine the impact of teachers' beliefs in their abilities to implement culturally relevant practices on student achievement in South Carolina's elementary schools. The target population included 103 elementary teachers in SC. Before participants took the CRTSE survey, they answered three demographic questions; what were their years of experience in teaching, which type of degree they had, and was their school high or low-performing? The results revealed that most teachers had strong efficacy when it came to helping students feel like important classroom members. The findings also highlighted no significant difference between teacher self-efficacy in culturally relevant practices regarding teacher experience, degrees, and high or low-performing schools. [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.]