Students of color are overrepresented among those having difficulty transitioning from first to second grade. The purpose of this study is to train second grade teachers in the techniques of culturally responsive teaching to decrease the number of behavior referrals for 2nd grade students by 10% (43), as reported by the discipline data from school years, 2018-2019 to 2019-2020 at School 248 in the Red Clay Consolidated School District. The study was designed to train and equip second grade teachers with culturally relevant interventions when responding to and interacting with students of color. Participants were surveyed using a modified version of Griner's (2011) Common Beliefs survey. Both pre- and post-surveys were used to determine areas in which participants needed support in teaching and interacting with students of color such as race/ethnicity, student achievement/ability (academic and behavior), cultural awareness, and culturally responsive teaching/instructional practice from which professional development workshops were developed. Over two cycles of four to six-week periods, behavior referral data were gathered to measure the effectiveness of culturally relevant tools and strategies learned through from the professional development workshops. In comparison to the previous school year, there was a significant decrease in the number of referrals for 2nd grade students received for the 2019-2020 school year when participants used the culturally responsive teaching practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]