A problem occurred when the researcher discovered a lack of accountability standards for alternative education settings, which was supported by an extensive literature review. Therefore, the purpose of this study was to identify how teachers at an alternative education setting established inclusion, developed attitudes, enhanced meaning, and engendered competence as it was aligned to the Motivational Framework for Culturally Responsive Teaching (MFCRT). To do so, a qualitative case study was conducted through the analysis of documents, observations, and interviews of three participants. The sample chosen allowed the primary investigator to determine if students received instruction that was engaging in all subjects and grade levels, regardless of their ability level. Findings showed that the participants implemented practices aligned to the MFCRT in similar and different ways. However, this also exposed strengths and weaknesses of curriculum implementation and analysis, which led to a recommendation for professional development at alternative education settings to be the focus of future studies. [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.]