The purpose of the present research was to examine how five self-identified Cuban-American social studies teachers in Miami, a city where they are considered the dominant culture, described their ethnic and cultural identity, expressed educational beliefs on teaching and learning, promoted culturally inclusive pedagogy, and approached the official curriculum relative to their cultural consciousness. The study used a qualitative research design with cross-case analysis. Critical Latino theory was the theoretical framework employed for social and cultural categories pertinent to Latinx groups. The study found that the teacher-participants reflected a dominant cultural ideology within Miami, which influenced their pedagogical beliefs, instructional practices, and curricular decisions. The teacher-participants strongly affiliated to a Cuban-American cultural identity, utilized mostly teacher-centered pedagogy, rarely challenged the official curriculum, and did not sufficiently develop a culturally inclusive pedagogy. Teachers need to study their biases to become better culturally competent educators. [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.]