Improving educational attainment for Hispanic/Latinx students remains a U. S. national priority, as evidenced by increasing federal funding for Hispanic-serving institutions. This study aimed to determine the cultural competencies of faculty at a rural Hispanic-serving community college in New Mexico by exploring their perspectives on the three tenets of culturally responsive pedagogy (CRP). The participant population for this qualitative study consisted of full-time, tenure-track, or tenured faculty (n = 12). The authors advocate for faculty training to incorporate CRP into their teaching practices as well as describe barriers and recommendations for implementation.