The study examined how a collaborative teacher team developed common understandings of and implemented culturally responsive pedagogy (CRP) to support African American students. Utilizing participatory action research (PAR) as the primary methodology, a group of educators broadened and deepened their understanding of CRP and concentrated their efforts on becoming warm demanders. Specifically, the research uncovered the challenges educators face in balancing the dual roles of building relationships and holding students to high expectations in their classrooms; teachers were strong in cultivating relationships with students and creating safe spaces for student learning, but they struggled to push students to new levels of learning and had difficulty fully implementing the "demander" role of warm demander. Throughout our work in three PAR Cycles, we found that strong, positive student-teacher relationships were critical. However, teachers hesitated to be warm demanders. To bridge the gap between warm and demanding, teachers benefited from structured observations using evidence-based observation tools and effective post-observation conversations. Culturally responsive teaching practices, combined with evidence-based observations and post-observation conversations, supported educators in creating inclusive and equitable learning environments that honor the unique experiences and perspectives of African American students. The study could be useful to teachers and school leaders who are committed to culturally responsive pedagogy but have not fully succeeded in implementing it. Further research study needs to examine the intricacies of teaching and learning to better understand how to support teachers to engage in productive struggle themselves and enact that for student learners. [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.]