This research was conducted to determine elementary teachers' perception of professional development pertaining to cultural competency and its effects in the classroom. Elementary educators are the first line of formal schooling most students encounter. Currently, United States classrooms are becoming increasingly diverse while educators are staying primarily white and middle class. As the composition of students in the classroom is diversifying there is a need for professional development to prepare teachers to better meet the needs of the population. Research established that educators received minimal training when teaching middle school, high school, college and preservice levels but elementary educators were left out of the research. Using a framework based on cultural relevant pedagogy, and two theories related to how people learn, this qualitative embedded case study used an online questionnaire to get responses from thirteen elementary educators across the country. Elementary educators were questioned on their perspectives of professional development regarding cultural competency and use within the classroom. Data was sorted and analyzed using Qualtrics software and additional hand sorting methods for detailed analysis. Teachers reported a lack of true understanding of cultural competency. They also reported receiving only one-off professional development, if any, around student cultures. Teachers' response on their professional development highlighted a need for a clear definition of cultural competency, how it affects the classroom and ways teachers could easily incorporate student cultures. Implications from the findings indicated professional development for elementary teachers of student cultures represented within schools was both necessary and wanted. This piece of research added the representation of elementary school teachers and their views of cultural impact and professional development. [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.]