Grounded within the tenets of culturally responsive education, this qualitative case study examined the culturally responsive instructional practices of teachers working with linguistically, ethnically, and culturally diverse students in sheltered English Language Arts (ELA) classrooms that mainly serve English language learners in an urban high school located in the midwest United States. Three teachers participated in the study through interviews and observations. The findings of the study indicate that the inclusion of culturally and linguistically affirming and familiar tasks, including translanguaging, led to greater student engagement and academic gains in the ELA classroom.