This study examines urban high school teachers' perceptions (N = 50) of their strengths and needs in supporting diverse students in their classrooms. Qualitative analysis of responses revealed the emergence of four thematic categories: enactment of positive teacher dispositions; external challenges affecting student learning; strengths in the classroom environment and; effective instructional practices to support high needs students. We discuss the use of the findings of teachers' perceptions as integrated in a teacher responsive professional development model built on culturally responsive student-centered teaching and focused on teacher involvement that includes collaborative decision-making, collective construction of effective practice, and a growth driven approach.