The aim of this study is to examine which issues teachers' perspectives focus on in culturally responsive educational practices within the Turkish education system, identifying points of consensus and disagreement, and exploring the reasons behind the most extreme statements. Q methodology was used to collect and analyze the data. Twenty-one volunteer teachers participated in the research. Q statements regarding culturally responsive education were created based on opinions in the literature. As a result of the analysis, it was found that teachers agreed with the statement "students' cultural competence skills for different cultures are increased." Conversely, teachers disagreed with the statement "measures are taken against discrimination towards different cultures." Teachers felt hesitant to share their opinions on the statements they strongly agreed or disagreed with due to the sensitivity of the subject. The research findings recommend that teachers be provided with concrete practices and good examples of culturally responsive education. [This paper was published in "Journal of Research in Social Sciences and Language" v4 n2 p65-95 2024. Paper presented at EJER Kocaeli Congress (11th, May 2024).]