The achievement gap between elementary students of Color, particularly, economically disadvantaged elementary students of Color and White students continues to be a concern. The problem in this study was that some White teachers working in urban elementary school districts have failed to include CRP practices in their instruction of economically disadvantaged students of Color; therefore, creating an environment that perpetuates the academic achievement gap. The purpose of this qualitative case study was to understand White teachers' perceptions about classroom engagement and instruction prior to and after introducing CRP with economically disadvantaged students of Color in the urban elementary classroom. The conceptual framework utilized in this study was Culturally Relevant Pedagogy. A case study design was used to investigate five elementary teachers' perceptions before and after engaging and instructing with their students of Color, while using CRP. Individual and group interviews were conducted. As the data was coded, common themes surfaced and were identified among the participants. The findings demonstrated that the teachers believed their perceptions of students of Color increased after using CRP, however, the teachers were unaware of all three tenets of CRP. Some future recommended practices included pre-service teacher programs to integrate CRP across the curriculum and to support pre-service teachers in learning to connect theory and application in the classroom. The study highlighted that some White teachers will need to understand and implement CRP in order to increase academic achievement and decrease the academic achievement gap between White students and students of Color. [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.]