In public schools in Pennsylvania and across the nation an academic achievement gap exists between African American students and their White peers as African American students have consistently performed lower than White students on standardized tests in reading and mathematics (NCES, 2019). Since the achievement gap has persisted for decades, educators continue to look for an effective solution to ending this pattern of underachievement as well as search for strategies to increase equitable educational opportunities for minority students. Scholars such as Gay (2021) and Ladson-Billings (2021) have pointed to culturally responsive pedagogy (CRP), a multidimensional asset-based approach to teaching and learning which centers a students' culture in all aspects of the academic experience, as a key to unlocking the educational potential of ethnically, racially, culturally, and linguistically diverse students. This mixed method sequential explanatory study explored Pennsylvania K-3 teachers' level of familiarity and use of CRP to decrease educational disparities experienced by minority students, particularly African American students. Applying the theory of culturally responsive teaching as a theoretical lens, findings indicate that teachers were familiar with salient features of CRP but lacked an understanding of culturally responsive pedagogical practices specific to assisting African American students in achieving academic success. Moreover, findings suggest that inadequate training, lack of resources, scripted curriculum, and color-blind racial attitudes hinder effective implementation of CRP. [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.]