Numerous studies indicate that token economy systems continue to be used by teachers as a means to either increase or decrease behaviours observed in their classrooms. However, studies find that student demographic characteristics such as ethnicity, race, and gender inform teachers' identification of target behaviours. In response to these concerns, several studies have advocated for the use of culturally responsive behaviour management strategies. However, few studies have specifically examined the implementation of culturally responsive token economy systems. Informed by research from the field of culturally responsive classroom management, this research presents a conceptual framework for employing token economies in culturally responsive ways. Drawing on interview data obtained from 6 teachers in an urban middle school in the northeastern United States, this research also presents a qualitative analysis of how token economies can be implemented in a manner consistent with each of the framework components.