There is an increased awareness concerning the need for educators to utilize more culturally responsive practices, particularly in early childhood education (Allen & Steed, 2016). As the number of culturally diverse students enrolled in early childhood programs rises, preschool programs must embrace this diversity and provide enriching experiences that validate the nation's youngest learners, their families, and their communities. Nevertheless, many early childhood educators find it challenging to incorporate culturally relevant pedagogy and responsive teaching methods effectively within their classrooms. (Esposito & Swain, 2009; May, 2011; Rozansky, 2010).The purpose of this study was to explore voluntary pre-kindergarten (VPK) teachers' perspectives and beliefs underlying the theory of culturally responsive pedagogy. This study also sought to understand how teachers implement culturally responsive teaching practices in VPK classrooms and their perceptions of how culturally responsive teaching impacts the academic and social-emotional success of Black and Brown male students. The study was conducted using a qualitative, phenomenological methodology to examine participants' implementation of culturally responsive practices and how they understand their roles as culturally responsive teachers. Gay's (2018) pillars of culturally responsive teaching were used as the conceptual framework to explore the cultural characteristics, experiences, and perspectives of voluntary prekindergarten (VPK) teachers. Data collection tools included (1) two recorded semi-structured interviews, each lasting approximately 35-45 minutes; (2) two non-evaluative classroom teacher observations, each lasting approximately 3 hours, the duration of the VPK instructional day; and (3) document analysis of artifacts such as teacher lesson plans, teaching materials, posters, handouts, and student work samples. The study found that participants perceived developing relationships with families and incorporating students' home lives into the classroom as essential. An analysis of observation data revealed how participants enacted practices that promoted a culture of care and respect and leveraged students' cultural backgrounds to promote authentic engagement and active learning. Participants demonstrated how they created and reinforced classroom conflict expectations that aligned with students' values and cultures. They demonstrated how engaging in academic discourse enhances student participation and understanding in VPK classrooms. Further analysis of the findings regarding the impact on the academic and social-emotional success of Black and Brown male students suggests that establishing a learning partnership can positively shift students' mindsets. In addition, students who regulate their emotions and possess social-emotional competence when entering kindergarten are more likely to develop positive relationships with peers and teachers. Finally, the data suggests that using song and dance as an instructional practice allows students to process new content, as the connection to the brain strengthens students' memories (Hammond, 2015). Implications for school and center leaders as well as VPK teachers are offered, in addition to recommendations for practice and future research. These recommendations can contribute to the growing body of empirical research on culturally responsive teaching practices in Florida VPK classrooms and its impact on Black and Brown male students. [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.]