Culturally responsive practice (CRP) is a popular approach educators utilize to improve the gaps in achievement and discipline within U.S. schools. Current research provides insight into singular experiences of both school leaders and teachers working individually to enact CRP (Khalifa, Gooden, & Davis, 2016; Ladson-Billings, 2009). Although this research indicates pathways to access CRP in individual schools and classrooms, it is important to consider how CRP is adopted and promoted at the school district level. The purpose of this study is to explore how educators in one public school district envisioned culturally responsive practices and how culturally responsive district-wide initiatives informed their practice. This mini-ethnographic case study was guided by organizational learning theory, which serves as a lens to assess the school district organization as a whole and the actions of individuals. Participants included individuals who represented district and school leadership and classroom teachers. Findings from this study demonstrate how participants' lack of a shared vision about CRP goals and initiatives led to misunderstanding of both the CRP concept and its prioritization within the district. By focusing on organizational practices, findings from this research also uncovered a new model for family and community involvement to foster CRP in a school district. [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.]