With the visceral response to instances of police brutality and use of excessive force, a resurgence of considerable racial unrest and a heightened awareness of the Black Lives Matter movement in the media makes this study timely in recognizing racial injustice and the need for cultural competency in the stronghold of education. The United States has experienced a surge of racial diversity in the last decade, and unsurprisingly, suburban school districts' diversity has grown commensurately. Currently, people of color make up 35% of the suburban population. However, teachers who service such schools continue to be homogeneously White. Because of the history of oppression in education, schools need educators who are adequately trained in culturally responsive teaching and who appreciate diversity in order to mitigate oppressive practices such as deficit thinking, systemic racism, and lack of training to teach diverse student populations. This qualitative, interpretive study examines the following research questions: (a) In what ways do suburban elementary teachers practice culturally responsive teaching to advance student success? (b) In what ways do suburban elementary teachers practice growth mindset to advance student success? And, (c) Does growth mindset enhance suburban elementary teachers' culturally responsive teaching? If so, in what ways does it do so? Primary data collection was through semi-structured interviews with ten suburban public elementary school teachers located in the Northeast United States. Through the use of two theoretical frameworks, Growth Mindset Theory and Culturally Responsive Teaching Theory, to analyze the data, six themes emerged: "Shared Emotional Investment," "Intentional Outreach and Interpersonal Connection," "Dynamic Support Structures," "Diversified Curriculum and Responsive Instruction," "Teacher Intuition of Learning," and "Awareness of Respect Across Differences." Findings demonstrate specific self-reported actions which highlight components of growth mindset and culturally responsive teaching. Implications for theory and practice, study limitations, and recommendations for future research are also provided. [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.]