Although professional organizations such as the National Council of Teachers of Mathematics (NCTM) continue to push for the role of equity inside of mathematics classrooms, the need for culturally relevant pedagogy (CRP) remains just as necessary today as it has for the last two decades. In this study, the authors share ways in which one preservice teacher (PST) aligned her lesson plan with the tenets of CRP, as proposed by Ladson-Billings (2006). Gladys's (a pseudonym) lesson plan stood out as an exemplar across her 29 classmates in a mathematics problem-solving course, where she and her peers engaged in practice teaching that was set in a three-dimensional (3D) virtual middle school classroom in Second Life (Brown, Davis, and Kulm 2011). These PSTs, along with graduate student assistants and instructors, created avatars to engage in mathematics lessons based on these self-designed lesson plans. Notwithstanding, in this article, the authors intentionally hone in on the planning process to share the aspects of the lesson that are most aligned with the tenets of CRP. Their goal here is to express to other teachers ways that they might design lesson plans that are more culturally relevant for their students. This article is based on the notion that if teachers begin to plan for more equitable instruction to take place in their classes, then they will be more likely to implement it (Kulm 2008).