Culturally responsive teaching (CRT) practices are becoming more and more necessary to overcome the discrepancies in cultural representation in today's schools. The most effective learning settings mirror the students' values, experiences, and cultures. School administrators are also tasked with monitoring, assisting, and evaluating teachers' implementation of CRT practices using teacher evaluation tools. To increase teacher input and diverse student outcomes, principals must use these measures to assist teachers in defining effective teaching practices and setting goals. This qualitative case study aims to ascertain how principals in urban elementary schools focus on culturally responsive teaching practices to support the classroom environment and promote effective instruction using the evaluation tool. Through interviews with six principals and three assistant principals from urban Title I schools, the researcher gathered the perspectives from the perspectives of evaluators using the same tool. The perspectives of three previously evaluated teachers were also analyzed to conclude perceived practices. In addition to interviews, the analysis of 17 samples of written feedback from current evaluations provides context to the descriptions provided by evaluators during the interviews. Four themes emerged from this study: knowing your students, reviewing the evaluation tool with staff, feedback cycle, and providing and accepting specific feedback. The evaluation tool provides a measure for defining effectiveness; however, it is rarely relied on by leaders to support the implementation of CRT strategies. Principals rely on personal principles, reflections, and professional development to support culturally responsive classroom practices. [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.]