The diversity and number of cultures represented within a classroom seems to be continually fluctuating. In light of this, and the growing global community, the need for teachers to be confident in their ability to be relevant to all students' cultures and build upon their students' unique cultural background and knowledge is immediate. Despite a large amount of research showing the benefits of culturally relevant pedagogy (CRP), widespread implementation seems to be lacking. However, topics of culture and educator practice are not always easily navigated. Nor are these topics fully explored in terms of how to be interwoven to best support educators in this area. These topics take time and reflection. In order for educators to grow with this aspect of their pedagogy, they must understand not only obstacles to CRP, but also ways to navigate past those obstacles to grow with self-efficacy in the pedagogy. Through a qualitative experimental design, this case study examines the impact that resources based in CRP have in building teacher efficacy with CRP. This study examines the impact these resources have on educators and their teaching practices. [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.]