This conceptual work examines the impact of the preexisting characteristics found among kindergarten through fifth grade-teachers who are more likely to implement culturally responsive teaching (CRT) practices in their instruction and daily routines. The Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) was administered to participants from an urban school district as a measure to identify their level of confidence in executing CRT strategies. The findings suggest that teachers who are familiar with CRT practices and have reached veteran status (more than 5 years of experience) have greater self-efficacy to implement CRT practices. Furthermore, the findings conclude that teachers of various subject matter also demonstrate higher levels of confidence in CRT implementation. [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.]