This qualitative phenomenological study examined the lived experiences of teachers with respect to the professional development received on culturally responsive teaching and their perspectives on the influence this professional learning has had on teacher pedagogical development and student performance. The 30 licensed teachers in Massachusetts participated in an interview to answer these three questions (1) What are the lived experiences of teachers in regard to the support provided by their school administration for professional development on implementing culturally responsive teaching? (2) What are teacher perceptions of the influence of culturally responsive teaching on instructional pedagogical development? (3) What are teacher perceptions of the influence of culturally responsive teaching on students' performance? This study answered these research questions by obtaining the thoughts, insights and lived experiences of teachers in MA from 3 urban school districts made up of predominantly White teachers and a growing student body of culturally diverse students. The interviewees understood the importance of CRT and the need for it in the classroom. Findings revealed commonalities regarding teachers lived experiences with support provided by their school administration for professional development on CRT. The study captures that when culturally responsive teaching is a part of classroom instruction, teachers are strengthening students' sense of belonging and identity. The teacher perceptions of the influence of CRT on students' performance is that when there is a growth mindset instilled in both the teachers and students, they will have a higher sense of belonging and may take more academic risks. interests, passions, and ambitions. [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.]