This case study investigates the intricate landscape of K-8 education in Connecticut, particularly focusing on Culturally Responsive Teaching (CRT). Drawing inspiration from theories of cultural intelligence and collaborative learning, the research sought to understand the experiences, perceptions, and practices of K-8 educators concerning CRT, especially in the context of Public Act No. 19-100. This case study investigates the intricate landscape of K-8 education in Connecticut, particularly focusing on Culturally Responsive Teaching (CRT). Drawing inspiration from theories of cultural intelligence and collaborative learning, the research sought to understand the experiences, perceptions, and practices of K-8 educators concerning CRT, especially in the context of Public Act No. 19-100. Four distinct themes emerged, each highlighting different facets of the CRT landscape. From the pressing need for comprehensive training modules to the challenges of sourcing culturally diverse teaching materials, the study sheds light on the practicalities educators navigate daily. It also underscored the importance of community engagement and the need for continuous professional development in ensuring the consistent application of CRT techniques. The case study culminates with actionable recommendations for enhancing professional development, fostering community relationships, and embedding the ethos of CRT within educational systems. The findings and recommendations presented aim to pave the way for an inclusive, effective, and vibrant educational landscape in Connecticut, ensuring every student feels seen, heard, and valued. [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.]