The children of Nepal are culturally diverse, speak many languages, and come to school with diverse perspectives. To address these needs, the challenge is to translate classroom instruction into cultural diversity responsive instruction (CDRI) and develop the critically conscious responses that are needed. Thus this study was designed to carry out participant observation to grasp the real stories of CDRI within the Classroom Curriculum of Basic Education (CCBE) in a way that examines equity-oriented pedagogy in the context of Nepal.