Educators come to their work with many personal and educational achievements and accomplishments. They are provided with curriculum, learning standards, and expectations at the school, district, and state levels. Often, the respective identities and lived experiences of the educator are in stark contrast to those of the students they teach, resulting in cultural incongruence. The goal of this research was to investigate culturally responsive pedagogy as a framework for reducing cultural incongruence by providing teachers with a community of practice to inspire and extend their knowledge and integration of culturally responsive pedagogy for the ongoing learning of all teachers at an urban K-6 in the northeastern United States. This research was conducted at an urban K-6 school in the Northeast, where all but four educators were white, native-English-speaking, college-educated females of average to above-average socioeconomic means, teaching primarily Hispanic students of low socioeconomic status whose first language is not English. To understand teacher knowledge of culturally responsive pedagogy, cycle 1 data was collected from nine participants. The cycle 2 action step responded to the cycle 1 data, which demonstrated a need for a formalized professional learning structure to inspire and expand teacher knowledge and integration of culturally responsive pedagogy. Four community of practice sessions were held, fifteen exit tickets were collected, a resource-sharing document was generated, and pre- and post-community of practice interviews were conducted. Educators reported that within the community of practice, varied learning opportunities, a feeling of safety in the learning space, conversation, and making connections to personal experiences led to personalized new learning and classroom practices that exceeded the scripted curricular and standards-based requirements. [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.]