This qualitative descriptive study focused on teachers and school leader's perspectives on the efficacy of culturally responsive inclusion and culturally responsive self-contained settings on the achievement of students with special needs in urban school districts. Despite a growing body of literature on the necessity for schools and districts to increase the use of culturally responsive practices to engage the increasingly diverse student population in America's schools; there is a paucity of research on the perspectives and experiences of teachers and school leaders who teach in urban schools and districts. Specifically, this research asked two questions: (a) How do teachers and school leaders describe culturally responsive practices in inclusion classrooms of students with special needs in urban school districts? and (b) How do teachers and school leaders describe culturally responsive practices in self-contained classrooms of students with special needs in urban school districts? The data for the study were collected in 15 semistructured interviews with school leaders and teachers and an online questionnaire. Findings revealed that many teachers and school leaders who work in culturally responsive inclusion and culturally responsive self-contained settings acknowledged that they were not culturally aware and needed support and training to help them to identify their implicit biases. Participants pointed out that they were committed to dismantling the inequitable and exclusionary practices as they teach and lead in urban schools but could benefit from targeted and differentiated professional development to do so. [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.]