Since the founding of the United States, teacher preparation has been undergoing constant revisions to continue to improve instruction and meet the needs of all students in public schools. Teacher residency programs are on the rise with funding from the state and federal government increasing annually. Despite the increase in funding, there is still a gap in the research as to whether teachers credentialed through residency programs are adequately prepared to meet the increasingly diverse needs of the students that they serve. The purpose of this qualitative case study was to examine to what extent administrators and teachers feel the residency program for teacher credentialing prepares teachers to provide culturally relevant education (CRE). Through the lens of culturally relevant education (Aronson & Laughter, 2016) and strategic social justice equity leadership (Ospina & Foldy, 2005), areas of CRE that appear to be well-developed within the residency model include (a) high expectations of all learners, (b) culturally relevant instruction, and (c) respectful relationships, among others. Leaders of residency models should continue to work with mentor teachers to provide explicit support and instruction on how to make CRE visible in classroom instruction and how to teach new teachers how to provide students with instruction on critical cultural awareness. [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.]