This action research investigated the impact that culturally responsive read-aloud/text talk (a culturally responsive teaching (CRT) practice) has on student engagement, sense of belonging, and learning outcomes for elementary-age Black students at an inner-city elementary school. In Cycle 1 of this study, information pertaining to the topic of this investigation was collected and analyzed. The results from this activity suggested that culturally responsive teaching (CRT) positively impacts student engagement and learning outcomes and, more importantly, that culturally responsive texts must include both images and content that reflects current student culture, background, and experience. Cycle 1 results informed the action steps in Cycle 2, which included designing and implementing a CRT workshop to train teachers in using modified lesson templates and in developing and implementing modified lessons in their classrooms according to the CRT principles. Data analysis from pre- and post-surveys along with semi-structured interviews were used to determine the effectiveness of the CRT practices and to illuminate areas where CRT practices could be improved in the curricula. The study revealed that the modified lessons improved students' engagement, sense of belonging, and learning outcomes. The findings also indicated that modifying the read-aloud/text talk lessons to be more culturally responsive strengthens student and teacher relationships. According to these results, the implication for the school district would be to provide teachers with the following: opportunities to attend CRT workshops, student demographic information, and CRT-modified lesson templates for the curricula. [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.]