This book is a qualitative study on the influence of race and culture in the instructional planning within classrooms in a suburban school district. The study was designed using a focus group of teachers in grades four through eight who demonstrated successful growth for African American students using growth measures on state assessments. The focus group members met to answer predetermined research questions that tied to exploring the role of race and culture in the classroom. The group met regularly over a period of time and conducted discussions centered around activities to help generate reflective thinking on instructional pedagogy. This book provides readers with insight into the successful practices used when working to develop meaningful relationships using culturally responsive teaching practices.