Much has been written about the importance of culturally relevant pedagogy which can motivate and stimulate learning. Proponents of the Funds of Knowledge theorize that cultural relevance is founded on the student's culture, community, and family. These aspects of students' worldview are referred to as assets. The extent to which teachers learn about students' assets is termed Funds of Knowledge. To increase students' sense that they are a part of the classroom community, it is recommended that teachers learn about students' families, community, and culture. Understanding these assets can then be leveraged to intentionally invite students into learning that results from enhanced engagement, cognition, and comprehension. Appreciation for the exchange between teacher and student of the assets attributed to Funds of Knowledge theory aligns with Invitational Education theory and practice, which encourages personal and professional opportunities to be intentionally caring, optimistic, respectful, and trusting toward others' pursuit of their human potential. Research indicates teachers that implement tenets of these theories foster a positive learning environment that promotes their students' self-concept.