As the United States experiences a large demographic shift, current research demonstrates that effective educators implement culturally responsive strategies to support all students in achieving academic success with regards to race, ethnicity, language, socioeconomic status, gender, sexual orientation, religion and exceptionalities (Gollnick & Chinn, 2009; Gay, 2000). Culturally relevant pedagogy integrates the cultural knowledge, prior experiences, and performance styles of diverse students to make learning relevant while teaching to and through students' strengths (Ladson-Billings, 1995; Ladson-Billings, 1995). This interpretative qualitative study will examine what supports and challenges pre-service physical educators encounter when implementing culturally responsive pedagogy in the practicum setting. A purposeful sample of twelve physical education teacher candidates will complete a demographic survey and be interviewed regarding the implementation of culturally responsive pedagogy in the practicum setting. Through an inductive process the interviews will be coded and analyzed for identifiable themes. The purpose of this study is to translate these themes into suggestions for programmatic improvements for preparing culturally responsive educators in the field physical education. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]