Most classroom teachers in the United States are middle-class, White women who teach diverse, multicultural student populations (National Center for Education Statistics, 2023). Considering the teacher/student demographics and the academic statistics regarding students of color, Education Preparation Programs (EPPs) must work to end the perpetuation of inequitable teaching practices and address how a teacher's beliefs shape their classroom decisions. EPPs must prepare future classroom teachers to meet all students' learning needs and end systems of privilege by implementing Ladson-Billings' (1995) theory of culturally relevant pedagogy (CRP) in teacher educator curriculum. The purpose of this qualitative multiple case study was to investigate selected secondary ELA, early-career teachers' culturally relevant philosophies and instructional practices, the alignment of their beliefs and practices, and their perspective of EPP preparation in culturally relevant pedagogy. The researcher investigated early-career teachers who completed a CRP-infused English Language Arts (ELA) methods course and who recently graduated from a regional university in Oklahoma. The study's design offered the researcher rich and detailed data, collected from four cases and from easily accessible sources, including two semi-structured interviews, three teaching demonstration observations, and artifact examination. The findings revealed the participants' CRP philosophies of meeting students' academic and social needs through supporting student learning, connecting culturally, and providing real-world problems. The participants' successful CRP integrations in relation to their beliefs about CRP consisted of activating prior knowledge, making learning contextual, and considering their classroom setup. The participants' developing CRP practices included scaffolding, maintaining high expectations, leveraging students' cultural capital, and building relationships. Finally, the data identified to what extent the participants attribute their CRP philosophies and teaching practice to their ELA methods course. The participants acknowledged how the microteachings provided them with practical applications of scaffolded techniques; the classroom discussions facilitated their understanding of students' needs, building relationships, integrating diverse narratives, and offering student choice. Also, the participants practiced a variety of learning activities and other digital tools that supported their CRP knowledge. These findings validate the significance of CRP-infused EPP training and verify the need to provide professional development for early-career teachers during their first years in the classroom. [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.]