Culturally Responsive Pedagogy (CRP) has gained global significance at all levels of teaching and learning. Most of the studies on CRP are concentrated on higher levels of education. This study investigates the perceptions of high school teachers on the significant role of culturally responsive pedagogy in teaching English and employs the qualitative approach design for the investigation. Information was collected through semi-structured interviews and in-depth analysis of the studies on CRP. It also reveals that teachers who implement culturally responsive pedagogy in the classrooms can cater to students' thoughts and livelihoods between their homes and the communities in which they live. The approach helps students to comprehensively analyze what they receive in the classroom with their living atmosphere. The social and academic skills of students have been focused on by using the Indigenous cultural aspects as the focus of culturally responsive pedagogy.