In this paper, we provide a report of preliminary findings of the Morgan State University (MSU) Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) project and its focus on culturally responsive teaching (CRT) as an active learning framework for pre-calculus instruction. The paper concludes with a summary of wins and challenges faced by MSU's Mathematics Department. Lessons learned by MSU SEMINAL will help inform other departments on implementing CRT in a pre-calculus course.