Cultural perceptions are widely accepted to play vital roles in meaning-making among learners themselves and between instructors and learners as they interact in educational settings (An, 2018; Egalite & Kisida, 2018). However, the role cultural perceptions play for members of course development teams during the creation of online courses, particularly relating to the inclusion of culturally appropriate practices, is not well documented. This inquiry employed an instrumental case study approach in two steps. In step one qualitative data were collected from observed meetings to provide a richer understanding of what course development teams discuss, specifically relating to the inclusion of culturally appropriate practices during the creation of online courses. In step two quantitative data were collected from a survey of the same course development teams to determine connections between confidence ratings to accomplish culturally appropriate practices and members' actual contributions reflective of these practices during discussions. Guided by culturally relevant pedagogy proposed by Brown-Jeffy and Cooper (2011) and by culturally sustaining pedagogy, proposed by Paris (2012), qualitative and quantitative data were collected from four development teams (A, B, C & D) creating online courses at two large public universities in the Southeast of the United States. Case #1 - Team A consisted of five members (i.e., three course developers, one data analyst, and one instructional designer) charged with developing a free, multi-sectioned online module to help K-12 educators build foundational knowledge of course content. Case #2 - Team B consisted of four members (i.e., one course developer and three instructional designers) charged with creating a state-mandated online professional development course for PreK-12 teachers, administrators, and instructional coaches. Case #3 - Team C consisted of four members (i.e., one course developer, two instructional designers, and one course strategist) engaged in a rapid redesign of a free, existing multi-unit online professional development course to help educators and parents support learning of the course content for young children. Case #4 - Team D consisted of six members (an instructor of record, two course strategists, one course developer, and two video producers) charged with systematically updating all aspects of a university-level public policy course in the field of study (i.e., course syllabus, interaction pathways, video lectures, assignments, presentation materials, and course readings). Data sources consisted of 43 team meetings observed over 65 weeks across the four development teams (N=18) and a postobservation questionnaire (N=16) in which individuals rated their abilities to accomplish culturally appropriate practices relevant to online course design. Comparative data analysis was done through multiple cycles of coding of the qualitative data and with the quantitative data used to triangulate connections between confidence ratings on the post-observation survey with both the frequency and the content of study participants' contributions to team discussions during the creation of online courses. Findings from the study highlight the substance and content of discussions categorized by the contributor's primary role and then correlate connections between that role and the content and frequency of contributed statements. Additionally, findings reveal differing frequencies of statements referencing culturally appropriate practices based on the primary role played by the individual during online course creation. [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.]