Indigenous learning pedagogies focus on cultural responsiveness as being an essential aspect of academic success. However, the trends of standardized learning in public education make it difficult for educational institutions to focus on increasing cultural responsiveness. Many teachers are looking for alternative ways to increase their cultural competencies and the cultural responsiveness of their schools. This study analyzed the perceptions teachers had about culturally competent teaching, and addressed the building of cultural responsiveness within an elementary school. It also explored what local education reform would need to occur to support culturally responsive schools. This study focused on increasing cultural competency in teachers who teach on the Nez Perce Indian Reservation. Professional development in the form of Talking Circles was used as an Indigenous research method to gather narrative "stories." This format also introduced Indigenous learning theories and pedagogies to participants. Teachers reflected on their teaching and discussed issues that face their Native student population. They identified theories that impact their school's learning environment, such as the deficit learning model and colonization theory. Participants took pre and post surveys before and after the Talking Circle which measured cultural responsiveness. This data, along with recorded transcriptions, were analyzed for themes. In addition to the Talking Circle study, culturally responsive lesson designs were also shared, including collaborative efforts of the community. Participants were able to teach culturally responsive lessons and reflect on their experiences. The results showed that participants need additional teacher collaboration time to work on culturally responsive curriculum, want their learning institution to prioritize cultural responsiveness as part of their improvement plan, and want to have more resources available in order to be trained in cultural responsiveness. In response to the Talking Circle participants' findings, other institutional recommendations to prioritize culturally responsiveness as a school goal have been made. In order to build cultural responsiveness, the school could make a conscious decision to nurture Indigenous knowledge, identity, and integrity by making a direct change in school philosophy, pedagogy, and practice, developing missions and purposes that carve out time and space to connect with the wisdom and traditions of Indigenous knowledge. [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.]