Culturally responsive teaching practices (CRTP) can be used to engage diverse students and increase academic achievement. Schools have used CRTP in brick-and-mortar settings, but when schools pivoted to remote learning during the pandemic, teachers did not consistently use CRTP in the remote environments. The problem addressed by this study was the lack of a unified model of CRTP in the remote learning environment. The purpose of this qualitative action research study was to explore the perceptions of classroom teachers and building administrators in a large district in Upstate, New York around the implementation of CRTP in remote environments. In this study, nine teachers and administrators participated in focus group interviews discussing the implementation of CRTP in the remote environment. Participants shared their experiences and expectations on remote teaching during the pandemic. Participants participated in two focus groups, providing qualitative data that was coded and analyzed using NVivo software. Five themes emerged in the analysis of the data: curriculum, discussions, relationships, environment, and expectations. Using the identified themes, along with best practices and research on CRTP, a checklist was developed, which was then shared with participants for feedback and revision. The final checklist provides a framework for implementation of CRTP in remote learning environments that can be used by any school that pivots back to remote learning for any reason. The checklist focused on the key themes that were identified and expanded to included observable items that teachers can incorporate into their remote learning environments, ensuring a uniform implementation of CRTP online. This checklist can be used as both a self-assessment and an observational tool. Future research should focus on teacher perceptions after they are more familiar and comfortable with remote learning. Research should also be conducted with older students as well as on the effectiveness of using CRTP in the remote learning environment. [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.]