Current gaps in achievement among students from diverse backgrounds and their culturally dominant counterparts imply that theoretical ideas, such as culturally responsive teaching (CRT), that focus on increasing the achievement of diverse populations are sound yet difficult to translate into everyday practice. CRT is intricate and complex and remains largely theoretical in nature. As such, CRT is often touted as part of a solution to the growing gaps in achievement in mathematics. Realistically, however, CRT requires that teachers shift their ways of thinking and adopt fundamental changes in their pedagogical practices (Gay 2000). This is especially challenging given the varying populations in each classroom and the prominence of state and district mandated curricula. As such, classroom teachers often have difficulty conceptualizing what CRT might look like in a classroom and ways in which CRT can be adopted and enacted in their own mathematics classroom. This becomes even more nuanced when specific content is introduced such as mathematics; however, culturally responsive mathematics teaching (CRMT) (CRMT; Bonner and Adams 2012) is vital to promoting equity in schooling spaces. The goal of this article is to bridge CRMT theory and practice by exploring four fundamentals of CRMT that have been documented through research (Bonner 2014; Bonner and Adams 2012): knowledge, communication, relationships/trust, and constant reflection and revision. These foundations of CRMT are not meant to be rigid or prescriptive, and they interact in unique and fluid ways. Communication, for example, may look very different in one classroom compared with another, as will the necessary knowledge base of the teacher, depending on the populations of students. These areas do, however, present contexts within which individual teachers can enact CRMT on the basis of unique student populations. Furthermore, these cornerstones highlight areas of pedagogy on which teachers can focus and reflect when striving to become more culturally responsive.