Schools across the United States are seeing an increase in culturally and linguistically diverse students. While there is recognition of the need for culturally and linguistically responsive teaching practices in K-12 settings, many teachers encounter challenges in effectively implementing these practices, particularly in science classrooms. There is evidence that science achievement disparities tend to expand during the middle school years; therefore, this study examined how middle school teachers conceptualize and practice culturally and linguistic responsive science teaching and explored the roles of school leadership in culturally responsive science teaching and pedagogy. This study employed a multisite case study, using individual semistructured interviews with science teachers and school leaders. The results of this study found that teachers and leaders wishing to enact culturally and linguistically responsive teaching foster strong connections with both students and their families, tap into community resources and cultural funds knowledge, and understand the importance of collaboration and collective teacher efficacy. Finally, school leaders are in the best position to ensure their schools are responsive to the cultural and linguistic needs of their students and community. [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.]