This study investigated the effectiveness of culturally relevant project-based learning to address the academic achievement gap between Black and Brown students and their White and Asian American peers at New Hope Elementary School. The research aimed to determine if culturally relevant project-based learning could enhance academic outcomes, motivation, and engagement among historically underserved student populations. The researcher employed action research, a qualitative approach, to gather data across two cycles in this action research study. Information was obtained through interviews with school leaders, pre- and post-study surveys with participants, field notes, feedback during planning sessions, a focus group conducted via Zoom and transcribed for analysis, and member checks to verify focus group data. Thematic patterns were determined using NVivo software and manual coding. The results revealed three critical factors for implementing culturally relevant project-based learning: the need for careful planning, institutional support, and appropriate resource allocation; the significance of collaborative efforts among educators for effective instruction; and the positive impacts of student-centered approaches on engagement and performance. These insights advocate for a shift towards an inclusive and resourceful educational framework to catalyze systemic change and address the achievement gap within the school. This research significantly contributes to the field of education by demonstrating the effectiveness of culturally relevant project-based learning in fostering student engagement and enhancing academic outcomes. It highlights the challenges when implementing such pedagogical strategies and proposes solutions, such as collaborative curriculum planning and professional development. Moreover, it calls for policy reforms to standardize testing and ensure equitable resource distribution, fostering a more inclusive learning environment and serving as a blueprint for similar educational settings. [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.]