Culturally responsive teaching cannot be approached as a recipe or series of steps that teachers can follow to become effective with American Indian and Alaska Native (AI/AN) students. Instead, it relies on the development of certain dispositions toward learners and a holistic approach to curriculum and instruction. This digest draws on a five-part conceptual framework first derived from the broader multicultural literature by Phuntsog and ties these concepts to recent research in AI/AN education. This framework reflects elements that researchers found to be crucial to culturally responsive education: (1) cultural literacy (teachers' knowledge of Native cultures and history and awareness of Native learning styles); (2) teachers' self-reflection and analysis of their own attitudes, beliefs, and stereotypes; (3) caring, trusting, and inclusive classrooms; (4) actions of the school that model respect for diversity, Indigenous knowledge, and alternative ways of knowing; and (5) a transformative curriculum that promotes critical thinking and the advancement of society toward equality of opportunity and social justice. (SV)