Classroom teachers struggle to meet the needs of all students as the United States population continues to become more diverse. While preservice teacher training programs strive to provide teachers with the knowledge and skills to complete this task effectively, opportunity gaps between minority students and their peers continue to grow. Through phenomenological qualitative research, this study provided the opportunity to explore the impact of preservice teacher training in culturally responsive pedagogy on the knowledge and practices of new classroom teachers in the Capital Region of New York State. The researcher conducted one-to-one interviews with 14 new teachers from eight rural, suburban, and urban districts throughout the Capital Region. Findings indicated that new high school teachers struggle with the implementation of culturally responsive pedagogy and that when it comes to teacher training in culturally responsive pedagogy, teacher training programs can do more, and can do better. [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.]