This qualitative study explored the impact of coaching secondary social studies teachers in culturally responsive teaching (CRT) on their ability to foster belonging within urban classrooms in the southwestern United States. Prior research highlights the importance of belonging for all students, particularly marginalized populations. While CRT offers a potential framework for fostering belonging, its effectiveness in teacher coaching has not been extensively studied. This research addressed this gap by examining the experiences of social studies teachers undergoing CRT coaching. Data was collected through focus groups, open-ended questionnaires, and classroom observations. Seven themes emerged from the analysis: engagement, amplification of educational elements, awareness, vulnerability, time allocation, relevance, and kinship. These themes inform future research and practice in K-12 and higher education, highlighting the potential of CRT coaching to enhance teachers' ability to create inclusive classroom environments. [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.]