Purpose: The purpose of this study was to determine if the components of multicultural efficacy (experience with diversity, attitude toward diversity, and efficacy) were predictors of culturally responsive classroom management self-efficacy (CRCMSE) among K-12 teachers. Design/methodology/approach: Following a correlation design, survey data was collected from full-time classroom teachers working in a large public-school division in Virginia and analyzed using hierarchical multiple regression analysis. Findings: The results indicated that experience with diversity and efficacy are significant predictors of CRCMSE. Attitude toward diversity was not a statistically significant predictor of CRCMSE. Originality/value: The findings are noteworthy considering the increasing diversity among K-12 students in the U.S. and the need to better support students of color with culturally responsive practices.