This case study, one of four, is part of a larger study, "Ethnographic Case Studies of Culturally Responsive Pedagogy (CRP) of At-Risk Students in Middle School Classrooms." The study provides relevant case literature regarding CRP for the enhancement of preservice teacher education and describes the characteristics of a multicultural classroom in "Little Nato," a transitional, urban area, where the teacher, Katherine, practices the philosophy, theory, development, and application of holistic education and CRP. CRP is defined as the incorporation of diverse content and approaches into the process of teaching while attending to the cultural norms that affect learning. Ethnographic methodology was utilized to collect data through classroom observation and through interviews with Katherine and her students. Findings suggest that Katherine created a successful atmosphere of learning by fostering a positive, creative learning environment and by implementing instructional content and modalities relevant to her students, thus facilitating their personal growth as well as their academic achievement. (LL)