The purpose of this study was to explore the degree of cultural responsiveness and Cultural Intelligence (CQ) throughout administrators, English Language Arts (ELA) teachers, and ELA curriculum and instruction in an increasingly demographically diverse middle school. Cultural responsiveness is not a synonym for Critical Race Theory. Critical Race Theory is an academic movement of civil rights that focuses on racism being a social construct that oppresses people of color (Blumberg et al., 2021; Crenshaw et al., 1996; Delgado & Stefancic, 2001; Gillborn, 2009). This study focused on culturally responsive teaching. Culturally responsive teaching, on the other hand, brings culture to the forefront of teaching and allows students to celebrate a variety of cultures (Gay & Banks, 2010; Gay, 2015; Ladson-Billings, 2010). In particular, this study aimed to explore the middle school ELA curriculum and instruction through a culturally responsive lens. For the purpose of this study, the curriculum and instruction referred to the specific site location's sixth-eighth grade ELA curriculum and instruction. Such materials included teacher-created resources, district resources, and other elements that participants chose to include within their curriculum and instruction. Culturally Responsive Pedagogy, CQ Model, and Experiential Learning Theory outlined in the literature review served as the foundational framework for my study. Additionally, the pragmatic paradigm was most appropriate for the purpose and research questions that guided this study. A qualitative approach was used to explore how ELA teachers and administrators displayed levels of cultural intelligence and culturally responsive curriculum and instruction. Specifically, a single case study was designed as it allowed me to examine a single school's ELA curriculum and instruction through semi-structured in-depth group interviews. Data were collected via group interviews, pre and post-narrative interviews, and curriculum scorecards. I conducted a thematic analysis to examine the collected data. Additionally, I conducted two phases of coding for my data analysis in which I found four major themes that epitomized CQ and cultural responsiveness at B. R. Middle School: Relationships, Engagement, Awareness, and Support. [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.]