This study documents patterns of cultural value conflict and harmony for Latino students in two relational domains--among the students themselves and between the students and their teachers--in two second grade classrooms in the Los Angeles area. One of the classrooms was led by a teacher who participated in a professional development program, the Bridging Cultures Project, based on cultural and social psychology research and theory, and one led by a teacher who did not. Invoking the cultural value spectrum of individualism--collectivism, the Bridging Cultures Project engaged Spanish-English bilingual elementary teachers in learning about individualistic values rooted in the design of instruction and behavioral management in U.S. classrooms and how they may differ from the relatively more collectivistic values of their students. Through this program, teachers became researchers themselves, experimenting with new approaches grounded in a collectivistic values paradigm. Discourse analysis revealed that, through her instructional methods, the Bridging Cultures teacher made her classroom activities and interactions relatively more collectivistic. By contrast, the non-Bridging Cultures teacher encouraged relatively more individualistic behaviors. This study demonstrates how explicit learning about cultural values can help a teacher design instruction in a way that reduces cultural value conflicts in the classroom.