Early childhood teachers often wonder if they are doing everything they can to make sure that their students are prospering in their classrooms. Because children and families bring their culture with them to school, teachers must recognize the importance of including these cultural aspects of their students and must have clear strategies that respectfully and meaningfully include student culture in the classroom. Although culture is distinctly different from race, culture and race together should be addressed in early childhood classrooms because they are both important parts of a person's identity. Moreover, connecting mathematics with children's culture, family, and home can help children connect mathematics to the outside world and their everyday lives (Bartell et al. 2017). The purpose of this article is to help teachers more fully understand culturally responsive teaching (CRT) and provide ways to connect this practice to funds of knowledge within mathematics.