Culturally Relevant Education is seen as a vehicle for educational equity. As school populations in America continue to shift racially and ethnically, it is essential that educators understand the barriers that are preventing students from high achievement. Intricate and multidimensional in nature, understanding teacher perspectives can provide valuable insight into closing and addressing the gaps in achievement. The purpose of this qualitative phenomenological research study is to explore teacher perspectives of contributing factors regarding school climate and student achievement. Findings indicate that many educators are either culturally irrelevant or have a surface understanding regarding cultural relevance and how it is used as a strategy or tool to improve the schools' climate and student achievement for diverse cultures. [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.]