Although efforts for educational reform and innovative practices have grown (e.g., the Every Student Succeeds Act [ESSA]), data and research findings from multiple sources such as the Nation's Report Card (NAEP) and the National Center for Education Statistics (NCES, 2022), confirm consistent achievement disparities in learning and dropout rates from high school (HS) between Multilingual Learners (MLs) and their peers. MLs need to be visible, feel validated for their identity, and valued for their contributions, their accomplishments, their cultural backgrounds, and their linguistic assets. Seeking ways to enhance learning and create a student-centered classroom where MLs' lives and experiences are incorporated into the curriculum is of paramount importance as these actions increase the level of engagement (Meltzer & Hamann, 2004; Senior, 2006; Weinstein, 1999). Through the lenses of the Culturally Responsive Framework (Hammond, 2015), Hofstede's (2011) Cultural Dimensions, and Culturally Proficiency (Nuri-Robins et al., 2011), this qualitative phenomenological study explored the impact of storytelling on educators' cultural proficiency and in promoting equity for MLs in HS. The five findings that emerged from 22 online surveys, 12 individual interviews, and two focus groups of HS content area teachers indicate there are benefits for all when MLs share their stories in class. MLs' stories raise educators' cultural proficiency level, for incorporating MLs' stories as an instructional practice increases these students' voice, choice, level of engagement, and equity in the classroom. There are challenges for consistent implementation of MLs' stories in content areas; therefore, recommendations for training sessions, implementation, and future research are made. [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.]