Culturally and linguistically diverse (CLD) students with and at risk for disabilities evidence the greatest need for quality instructional programs of all students in our schools because of disproportionate academic underachievement, special education referrals, and disciplinary actions. Authorities on culturally responsive instruction consistently point to the cultural dissonance between the home and school as a contributor to poor educational outcomes. Other researchers argue that these students are least likely to be taught with the most effective evidence-based instruction. This article discusses culturally responsive classrooms for CLD students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development. It discusses implications for educators and suggestions for a future agenda. (Contains 1 figure and 1 table.)