Culturally responsive student-teacher relationships are critical to the academic success and social-emotional learning (SEL) outcomes of students of color and/or students from low-income backgrounds. Yet, little is known about how students' perceptions of their schools' culturally responsive environment are related to the quality of student-teacher relationships. To address this gap, the current study examined how students' perceptions of their school's culturally responsive environment contributes to positive student-teacher developmental relationships, and in turn, their academic motivation and SEL. A total of 2,069 public middle and high school students of color from 46 schools across the country were surveyed (51.4% female; M[subscript age] = 13.4, SD = 1.86; 30.7% Hispanic or Latina/o/x, 30.4% Multiracial or Multiethnic, 17.5% Black or African American, 12.4% Asian or Pacific Islander, 8.7% American Indian or Alaska Native; 0.4% identified as another race or ethnicity). Students' perceptions of their school as a culturally responsive environment were both directly and indirectly associated with greater academic motivation and SEL via stronger student-teacher developmental relationships. Findings have important implications for school administrators' and school psychologists' efforts to create more culturally responsive education environments.