An educator's role is to create learning opportunities for students and provide them with tools to be successful in a global society. To do that, teachers need to be equipped with resources that support teaching and learning in every classroom. Equitable opportunities for all students result from culturally responsive teaching. Research has shown that when teachers create culturally responsive learning environments, students succeed academically. Often, teachers do not have the resources, materials, and training they need to create and deliver culturally responsive instruction. The purpose of this study was to examine how teachers can use a culturally responsive rubric to select textbooks that meet the needs of diverse students. Data collected from teachers, students, and parents were used to answer the following research question: How can school administrators increase the likelihood that teachers will select culturally responsive textbooks and materials that match the diversity of their students? The Textbook Adoption Evaluation Rubric, which included a culturally responsive component, was used to collect data from teachers. Data from students and parents were collected from the Textbook Selection Rubric for Students and the Textbook Selection Rubric for Parents. The final step in the research process was a focus group discussion with teachers to discuss the impact of the culturally responsive rubrics on the textbook selection process. The results of this study showed that teachers used the rubrics and valued the input from students and parents, but indicated a discussion would help to understand the student and parent scores. [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.]