Open educational resources (OER) have gained widespread adoption in higher education as an alternative to traditional textbooks. Beyond affordability, OER enable transformative, student-centered instructional strategies--known as open educational practices (OEP)--as well as culturally responsive educational (CRE) practices. A state's annual OER grant program presented an opportunity to explore how OER can support these approaches. This two-year, mixed-methods study, conducted in partnership with Achieving the Dream and a state agency, examined how instructors at 2- and 4-year public colleges implemented OER-enabled OEP and CRE practices. Using survey, log, interview, classroom observation, and administrative data, we found that instructors redesigned their courses to integrate student-centered strategies, inclusive content, and collaborative assignments. Students in these courses reported greater engagement, choice, and peer interaction. Pell-eligible students earned significantly higher grades, and all students demonstrated stronger participation and social-emotional outcomes. However, some students found nontraditional learning formats challenging. Together, findings suggest that pairing OER adoption with professional learning and institutional support can drive meaningful changes to instructor pedagogy and students' learning experiences.