This transcendental phenomenological dissertation is a study that examined culturally responsive teaching perceptions and self-efficacy among elementary school teachers and whether or not teacher race impacted those individual perceptions and beliefs of self-efficacy. Data were gathered through a qualitative approach with the use of one-to-one interviews and a focus group session of the interview participants. An expert panel and pilot study process were used to assist with researcher question validity. Triangulation was used to ensure the creditability of the study conducted. Hand-coding procedures were employed along with NVivo 14 for Mac software program. The researcher used qualitative data analysis processes to identify major themes and commonalities illuminated during the study process. The findings presented can lead teacher preparation programs, policymakers, and school administrators in instructional improvement efforts, curriculum improvement efforts, and professional development improvement efforts that will assist the nation's education system in meeting the needs of diverse learners by supporting educators and reforming current curricula. Suggestions for additional research and implications to make education more inclusive for all learners are detailed. [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.]