Teacher self-efficacy has been shown to impact student's achievement. This study examined teachers' self-efficacy beliefs as it related to their ability to implement culturally responsive teaching and reading instructional practices as part of Response to Intervention Tier 1 practices in a high-poverty school district. The belief scores of 99 elementary school teachers were examined across one high-poverty school district in the northeast. The non-experimental study used a self-efficacy survey adapted from four surveys to determine teachers' confidence in their ability to implement culturally responsive teaching, reading instructional practice, and RtI Tier 1 practices. The researcher also examined teachers' general beliefs about challenges and resources related to teaching students of different races, ethnicities, and cultures in a high-poverty school district. The findings showed that teachers' beliefs in their ability to implement culturally responsive teaching practices did not differ by race/ethnicity. The study also revealed that teachers' beliefs in their ability to implement reading instructional practice differed by years of experience but not grade level. RtI Tier 1 practices belief scores showed no difference by years of experience or grade level. Implications for future practices and research are provided as a way to strengthen systems, practices, and professional development for teachers serving Black and Brown students in a high-poverty school district are discussed. [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.]