Since "Brown v. Board of Education" and the subsequent desegregation of schools, an achievement gap has persisted between students of color and White students, specifically in urban schools. Education has sought to close this gap through a variety of school improvement efforts, yet this gap remains today. The classroom teacher has the greatest impact on student achievement and urban teachers need to be able to connect their competency with quality if the achievement gap is to be closed. Urban teachers need the beliefs, skills, and support necessary to connect their knowledge and motivation with effective practice. Effective teachers are more likely to have high self-efficacy and continue in the teaching profession. This study aimed to understand the ways in which teachers demonstrated culturally responsive teaching practices. It also explored the relationship between culturally responsive teaching practices and teachers' self-efficacy in K-8 urban Choice schools. This study was a qualitative case study of fourteen K-8 urban Choice school teachers. It used an interpretive and constructivist framework to understand a teacher's experience, thoughts, beliefs, and behaviors. In this study, teachers demonstrated culturally responsive teaching practices on a continuum. There was a disconnect between teachers' knowledge and practice of culturally responsive teaching and the formal theory as conceptualized by Gloria Ladson-Billings. Teachers had the beliefs and experiences necessary to support their culturally responsive teaching and felt administrative support in their work. Teachers felt successful in their work, had high self-efficacy, and produced enough stamina to persevere in their work despite struggles. When enhanced by helping beliefs and experiences and supported by administrative support, culturally responsive teaching practices provide teachers with the skills necessary to effectively instruct their students. This success and feelings of satisfaction positively impact teachers' self-efficacy produces stamina to persevere in their work despite difficulties. [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.]